*How to conduct a health education class

*Preparation and materials to be used

11. Be enthusiastic.
12. Use visual aids.
13. Provides “hands on” experience.
14. Record important information in writing.
15. Use movies and videos with captions.
16. Repeat a question.
17. Arrange for the students.
18. Provide new vocabulary
19. Stay in one place.
20. Do not expect a student to look in more than
one place at a time.
 You have to assess the level of understanding and
capabilities of the client
 Consult epidemiological report, community needs and
assessment report.
 Respect the community beliefs
 Your purpose is to change their unhealthy practices,
behavior or lifestyle
 In determination of techniques and strategies , the
educator must first determine what the learner needs to
accomplish by identifying the learning gaps, skills,
attitudes and values of the client
 Teaching program: introduction, intervention,
conclusion
 Coordinate with the people in the community
 Consider the budget
 1. Establish a trusting relationship before
beginning the teaching–learning process
 2. Use the smallest amount of information
possible to accomplish the predetermined
behavioral objectives.
 3. Make points of information as vivid and
explicit as possible
 4. Teach one step at a time.
 5. Use multiple teaching methods and tools
requiring fewer literacy skills.
 6. Allow patients the chance to restate
information in their own words and to
demonstrate any procedures being taught
 7. Keep motivation high.
 8. Build in coordination of procedures
 9. Use repetition to reinforce information.
1. Patient education for women.
a) Pregnancy
b) Childbirth
c) Postpartum behavior
d) Physical changes during and after pregnancy
e) Child rearing
f) Family planning
2. Patient education for families with adolescents- conduct
HEADSS
a) personal hygiene
b) Proper nutrition and lifestyle
c) Effects of alcohol
d) Effects of drugs
e) Sexually transmitted diseases (STD)
3. Patient education for Senior Citizens
a) Depression
b) Physical Injury
c) Loss of prestigious employment
d) Status
e) Inability to sleep or problems with recurrent nightmares.
 Certainly, inability to comprehend the spoken word or
oral instruction above the level of understanding
simple words, phrases, and slang words should be
considered an important element in the definition or
assessment of literacy. You need to assess the level
of understanding of your patients while using or
giving oral instructions, you need to be prepared
enough by adjusting your teaching method in their
level of perception.
 Computer literacy has become an increasingly
popular topic and a new dimension of the
issue of literacy. There is a bright future for
the use of computers as educational tools.
1. Printed materials
Printed health learning materials can be
used as a medium in their own right or as
support for other kinds of media. Some printed
health learning materials that you will already
be familiar with include posters, leaflets and flip
charts.
 It communicates
health messages both
to literate and
illiterate people. It
has high value to
communicate
messages to illiterate
people because it can
serve as a visual aid.
 Leaflets are the most
common way of using print
media in health education.
They can be a useful
reinforcement for
individual and group
sessions and serve as a
reminder of the main
points that you have made.
 Flip charts are
useful to present several
steps or aspects that are
relevant to a central
topic, such as,
demonstration of the
proper use of mosquito
nets or how HIV is
transmitted.
 Visual materials are one of the strongest
methods of communicating messages,
especially where literacy is low amongst the
population. They are good when they are
accompanied with interactive methods.
 Audio material includes anything heard
such as the spoken word, a health talk or
music. Audio-visual materials combine both
seeing and listening. These materials include
TV, films or videos which provide a wide range
of interest and can convey messages with high
motivational appeal.
EVALUATING THE
TEACHING
PROGRAM
chapter 14
“THE SIGNIFICANT PROBLEMS WE FACE CANNOT
BE SOLVED AT THE SAME LEVEL OF THINKING WE
WERE AT WHEN WE CREATED THEM.”
-
ALBERT EINSTEIN
 EVALUATION DEFINED
Evaluation is a process of ascertaining or judging the value of
something through careful appraisal. It is a means of helping
an individual or group of individuals to be self-directing. It
assist in the establishment of specific goals and objectives,
which in turn serve as criteria for judging desirable changes
(Gregorio: 1971)
Evaluation is based on principles.
1) The first principle is that anything that exist at all exist in
some amount and therefore can be measured.
2) The second principle is that the worth or value of a
teaching method, a learning method and materials of
instruction is not known until their effect is measured ( De
Young: 2004)
 FUNCTIONS OF
EDUCATIONAL
EVALUATIONS
Evaluation further aims to:
1. Improve educational programs;
2. Achieve educational goals;
3. Motivate and guide the learning activities of the
individual learners;
4. Motivate the teacher to evaluate critically her
teaching practices, the students learning
effectiveness and her own personal goals; and
5. Motivate the teacher to work together for the
improvement of the curriculum and the
educational program.
 EVALUATION PROGRAM
FOR TEACHERS OF NURSING
COURSES
THE EVALUATION PROGRAM SHOULD REFLECT THE
FOLLOWING:

1) The educational objectives

2) Teaching and learning procedures
3) Student progress
4) Learning outcomes
 CRITERIA FOR SELECTION OF EVALUATIVE
DEVICES
1. SAMPLING OF THE OBJECTIVES
All of the objectives in each course should be tested. The teacher who has
defined carefully and clearly the behaviors implicit in the educational objectives will be
aware of all the objectives as bases for developing good test.
2. SAMPLING OF THE CONTENT
Since it is not possible for the teacher to test the extent of student knowledge on
all of the course content, the teacher must resort to sampling of the content.
3. VALIDITY
The validity of the test is the degree or extent to which it measures what it intends
to measure. The degree to which a test measures anything and measure it accurately is the
reliability of the test.
4. REALIBILITY
The reliability of the test cannot be determine by examining the test. It must be
determined through application and statistical computation.
5. PRACTICALITY
It refers to the development of evaluation devices capable of being administered
and scored with reasonable cause and within the limits of time and of the resources
imported by circumstances.
6. USEFULNESS
Test are used for various purposes, besides providing basis for students’ grades
and diagnosing of students’ abilities in measuring speed, power and comprehensiveness
and for many other purposes
 STEPS IN EVALUATION
1) State objectives. Progress can be measured if direction is clear.
2) Define changes in behavior as expected of the educational
outcomes.
3) List and briefly describe situations that give opportunity for the
expression of desired behavior of the learner.
4) Develop appropriate and systematic means of eliciting kinds of
behavior implied in objectives to be evaluated.
5) Decide on ways of recording and summarizing behavior such as
scoring, rating or describing behavior and the basis for evidence
collected.
6) Check validity, reliability, and difficulty of the measures used.
7) Establish conditions that permit the student to give her best
performance.
8) Assign scores on the basis of the foregoing steps
9) Develop methods of interpretation.
 EVALUATE DEVICES
1. ESSAY EXAMINATION
Essay examination refer to the subjective type of evaluation in
which students are given questions requiring critical analysis of situations
based on concepts or principles learned. Although time consuming to
score essay type of questions lend in learners to testing the highest level
of thinking, particularly analysis, synthesis, and evaluation of given
situation (Emerson: 2007)

2. OBJECTIVE EXAMINATIONS
Objective examinations consist of a larger number of questions
and statements. Students answers are indicated by marking the correct
response to a particular question in a prescribe manner. The questions
are in objective form, and the examinations are usually printed,
photocopied or mimeograph and a copy is given to each student (De
Young: 2003)
 Objective examinations are more reliable than
the essay or other types because they are free
from personal opinion in scoring.

A. MULTIPLE CHOICE QUESTION

These are challenging to create but are easy to score. Literature
examination are made of multiple choice items. These could help students
get familiar with the type os test and determine the level of knowing, recall
and beyond recall.

B. TRUE OR FALSE QUESTION

This is designed to test the learners ability to identify the corrections
of the statement of facts or principles but limited to test the lowest level of
knowing knowledge comprehension.

C. MATCHING QUESTIONS
This is used to test the lowest level of knowing which is useful in
determining the learner recall of the memorized relationship between two
things such as terms and definitions, dates or events.
3. OBJECTIVE PROBLEM-SITUATION TEST
Describes a situation, not previously presented to the student
with sufficient detail to point out the problem involved.
Following are advantages in the use of objective problem-
situation tests:
• Used to represent patterns of behavior that constitute nursing
competence;
• Less time consuming for the student to answer;
• Useful to determine the students ability to apply principles to new
or related situations; and
• Can analyze easily the type of errors made by students in the use
of basic principles and concepts.
However, there are disadvantages of objective problem-
situation test which are the following:
• Time consuming to prepare,
• Requires great skill to prepare valid, reliable problem-situation, and
• Requires considerably more space than objective test.
4. STANDARDIZED TEST
These are test and scales that have met the criteria of
testing.

There are 3 types of standardized test:

• INTELLIGENCE TEST
This type of test attempts to indicate the capacity, the
brightness or native intelligence of students as compared to the
norm of her age.

• PROGNOSTIC TEST
These are test intended to discover the possibilities of a
students success in a particular area.

• ACHIEVEMENT TEST
These test are designed to indicate the accomplishment of
the students in the particular subject areas of the curriculum.
5. RATING SCALE
A rating scale is a standardized method of recording
interpretations of behavior. Students are rated on a scale from
low to high with respect to a particular or specific unit.
 EVALUATING PATIENT
LEARNING
Following are few techniques for feedback on patients learning (De
Young 3003)

1) Ask the patient to read pamphlets or brochures and fact

sheets summarizing what the nurse have taught. Repeat
important information.
2) Interview patients with thorough observation, discussion
and gesturing can elicit adequate response and
understanding of the information taught.
3) Determine change of patient behavior related to health
care practices.
4) Do a return demonstration to determine skills learned and
collect evidence of teaching effectiveness.
5) Document the teaching information and evidences of
what the patient has learned. This is done for legal and
accreditation or audit purposes.
 EVALUATING STUDENT
LEARNING
The following are criteria to determine effectiveness of student learning
(Clark: 2008)
1. Major elements and sub-elements concerning the rating
2. The relative importance of each element
3. The range of the scale used
4. Test blueprint. A chart that spells all the contents about the level of
knowledge to be tested.
Table 7: Test Blueprint for the
Concept of Oxygenation:
CONTENT COMPREHEN APPLICATI ANALYSIS/SYNT TOTAL
SION ON HESIS

Principles 2 2 2 6
Factors 3 3 4 10
affecting
Pathophysiolo 3 3 4 10
gy
Assessment 1 4 5 10
Nursing 5 5 10
measures
Evaluation of 2 2 2 6
care
Total 11 19 22 52
 TYPE OF STUDENT
EVALUATION
1. FORMATIVE PROCESS EVALUATION
Measure or evaluate the processes and progress
along with the goal and objective , the level of students
learning and process of the educational program. It is
the ongoing feedback given to the learners throughout
the learning process.

2. SUMMATIVE OR OUTCOME OR END-POINT EVALUATION

Is given at the end of the learning experience in order to
asses whether the learner has achieved the objectives and is ready
to moved on to the next experience. Clinical or related learning
experience (RLE) evaluation in nursing always involves summative
evaluation.
 FRAMEWORK FOR
EVALUATIVE MEASUREMENT
1. NON-REFERENCED MEASUREMENT
Is applied to clinical evaluation, where each students
performance is measured against that of the other students in
the clinical group.
2. CRITIRION- REFERENCED MEASUREMENT
The learner is compared to a well defined of
predetermined criteria of performance standard that has
been delineated in terms of goal behaviors.
3. EVALUATIVE DATA SOURCES
The teacher may obtain data from different sources for
use in formal evaluation. Meaningful input from different
sources as possible not only enhances the credibility of the
evaluator but it provides better description of students entire
learning experiences. (Emerson: 2007)
 THE FOLLOWING ARE SOURCES OF
EVALUATION OF STUDENT PERFORMANCE

1. Faculty observation
2. Written assignments of students
3. Students clinical records
4. Oral communication with:
• Peers
• Patients
• Clinical instructors
• Other members of the health team
5. Self- evaluation
6. Agency personnel
7. Other members of health team.
 EVALUATING THE TEACHER
1. TAPE AND VIDEO RECORDING
May be done during one or two class sessions and used as the
means for evaluating the behavior of both teacher and students.
2. PEER EVALUATION
Is done by having a colleague sit in several classes of a teacher or
any colleague being evaluated. She later gives an objective appraisal of
strengths and weaknesses observed on her colleague. Specific criteria
based on the role and functions of the teacher are made as basis for peer
evaluation.
3.STANDARD EVALUATION OF TEACHING EFFECTIVENESS
Students are the recipients or end-users of teaching they are the
clients through which teachers are made. Hence student surveys are
considered as the primary sources for teachers to improve or enhance
teaching effectiveness.
4.TEACHER SELF-EVALUATION
This is the teachers introspective analysis of her own teaching
effectiveness.
 CRITERIA FOR SELF-EVALUATION OF
TEACHING WITH SPECIAL REFERENCE TO
CHOICE OF LEARNING EXPERIENCES
1. Consistent with the philosophy of the educational institution and lead to the
attainment of the proximate aims of the curriculum
2. Consistent with the aims of a democratic society
3. Course objectives and the goals of the curriculum will be attained.
4. Motivate students at appropriate times and in manner that will stimulate
curiosity and challenge them to continue efforts for improvement
5. Varied and flexible enough to adapt to individual students ability and
educational background
6. Lead to the development of independent thinking good judgement
intellectual resourcefulness self discipline and integrity of purpose and
mastery of various areas of knowledge and skills.
7. Well-arranged for purposes of correlation, continuity and integration of
theory and practice.
8. Offer the students enough opportunities foe self-activity so that knowledge is
attained skills is acquired
9. Emphasize on the relative importance of the various learning experiences.
10. Cooperatively planned activities and evaluated by the teacher and
students throughout the course.
 TEACHING AND ASSESSING
SKILLS LEARNED
1. Demonstration
2. Deconstruction
3. Comprehension
4. Performance
5. Practice

“Whatever you do–whether its weedin’ the sweet potatoes or pickin the
black-eyed-peas always remember to do the best job you can Get all the
education you can. You’ll have to work hard for it, maybe fight for it but an
education is worth workin’ and fightin’ for it”
-
Frances Reed Elliot Davis
 ETHICO-MORAL
AND LEGAL
FOUNDATIONS OF
CLIENT EDUCATION
ETHICAL, LEGAL, & ECONOMIC
FOUNDATIONS OF EDUCATIONAL
PROCESS

PREPARED BY:
TRICIA NICHOLE C. TABUDLONG
PATRICIA NICOLE VALENTIN
JANJOSHUA DELOSANTOS
BSN1-L
EVOLUTION OF ETHICAL AND
LEGAL PRINCIPLES IN
HEALTH CARE
 code of ethics-represents the articulation
of mans provisions for professional values
and moral obligations with the nurse
patient relationship, respect profession and
its mission.
Charitable Immunity
 Cordozo Decision of 1914
A. Informed Consent
B. Right to Self-determination
Ethics in economy-
MANDATES

• 1918- the national league of nursing education recognize

the importance of health teaching as a responsibility of
the nurse as a promotion of health and prevention of
illness
• 1993- declare that a nurse was fundamentally a teacher
and an agent of health regardless of the setting which
the practice occurred
 Cordozo Decision
A.Informed Consent
-manifested in the form of autonomy and non-
interference, and the right to full disclosure; the right to
make one’s own decisions
B. Right to Self-determination
-the right to protect one’s own body and to
determine how it shall be treated.
 Code of ethics: nine
provisions
1. Honor the human dignity of all patients and co-workers
2. Establish appropriate nurse-patient boundaries, and focus on interdisciplinary
collaboration.
3. The nurse-patient relationship is grounded in privacy and confidentiality
4. The nurse is accountable for the personal actions and behaviors of those
persons to whom the nurse has delegated responsibilities.
5. The nurse is responsible for maintaining competence, preserving integrity and
safety, and continuing personal growth.
6. The nurse has responsibility to deliver high-quality care to patients.
7. The nurse contributes to the advancement of the profession.
8. The nurse participates in global efforts for both health promotion and diseases
prevention.
9. Involvement if professional nursing organizations supports the development
of social policy.
 GOVERNMENT INFORMATION
AND PROFESSIONAL
STANDARDS
National Commission for the Protection of Human
Subjects of
Biomedical & Behavioral Research
 President’s for the Study of Ethical Problems in
Medicine and
Biomedical and Behavioral Research
 American Nurses Association’s Code of Ethics for
Nurses with
Interpretative Statements.
 American Hospital Association’s Patient’s Bill of Rights
 APPLICATION OF ETHICAL
PRINCIPLES TO PATIENT
EDUCATION
 nursing profession code- has been recognize as exemplary and as been
used as template by other health discipline organization in drafting there
own ethics document.
Health professional organizations-have accepted responsibility for
establishing standards of ethical behaviour from member, their disciplines
and health care practice.
Various theories and traditions frame a health professional understanding
of the ethical dimensions in the healthcare setting (Butts & Rich, 2016)
 In considering the ethical and legal responsibilities inherent in the process
of patient education, nurses and nursing students can turn to a framework
of six major ethical principles;
SIX MAJOR ETHICAL PRINCIPLES

1. Autonomy
2. Veracity
3. Confidentiality
4. Nonmaleficence
5. Beneficence
6. Justice
 Autonomy
-isderived from the Greek word auto (self) and nomos (law or governance) and refers to
the right of self-determination. Having the right to choose for himself. Right to be inform
of your medication and right to refuse. The patient Self-Determination Act is a clear
example of the principle of autonomy enacted into law.

Veracity or truthfulness or
nothing but the truth
-Neither lying or deceiving
-lie- evil act
-is closely linked to informed decision making and informed
consent.
Address this concept of battery related to medical treatment and
offer the following explanation of the four elements making up the
notion of informed consent that are such vital aspects of patient
education;
CONT-
Competence- which refers to the capacity of the patient
to make a reasonable decision.
 Disclosure of Information- which requires that sufficient
information regarding risks and alternative treatments.
Comprehension- which speaks to the individual's ability
to understand or to grasp intellectually the information
being provided.
Voluntariness- which indicates that the patient can make
a decision without coercion or force from others.
Confidentiality- (confident-
trust/ professional duty)
-refers to personal information that is entrusted and
protected as privileged information via a social contract,
healthcare standard or code; or legal covenant.

Nonmaleficence
-means to refuse evil
-is defined as "do no harm―, to remove harm or to not do any harm,
and refers to the ethics of legal determination involving negligence
and malpractice. Follows with the following rights:
- right not to be killed
- Right not to have injury or pain
- Right not to have confidence of oneself rebuilds to others
Negligence
-isdefined as "conduct which falls below the standard established by law for
the protection of others against unreasonable risk of harm―. The commission of
an act.
Embraces all improper full conduct of anyone raising out of any activity

Malpractice
-refers to a limited class of negligent activities
committed within the scope of performance by those
pursuing a particular profession involving highly skilled
and technical services.
Limited in scope to those life work requires special
education and training as dictated by the specific
educational standard like doctors.
Beneficence/ good
Samaritan
The act of charity
-is defined as "doing good" for the benefit of others. It is a concept that is
legalized through properly carrying out critical tasks and duties contained in job
descriptions. Act of goodness, kindness and charity

Non-malificence-

Justice “hustisya”, lawful and

rightful
Preferential action for poor
-speaks to fairness and the equitable distribution of
goods and services.
Fairness, equal distribution of resources.
Giving each one of what is there due.
Preferential action for poor.
THANKYOU
Evidence Based
Related to Health
Education
Suacito, Cris Antonette
Cabrera, Joshua
BSN 1-L
Evidence-based History

•During the 1980s the term ―evidence-based medicine‖ emerged to describe the
approach that used scientific evidence to determine the best practice. Evidence
based practice movement started in England in the early 1990s.
• Evidence-based medicine (EBM) or evidence based practice (EBP), is the
judicious use of the best current evidence in making decisions about the care of
the individual patient.
• Evidence-based practice represents both an ideology and a method. The
ideology springs from the ethical principle that clients deserve to be provided
with the most effective interventions possible. The method of EBP is the way
we go about finding and then implementing those interventions.
DEFINITIONS
Health Education
It is a social science that draws from the biological,
environmental, psychological, physical and medical sciences to
promote health and prevent disease, disability and premature
death through education-driven voluntary behavior change
activities.
• Health education is the development of individual, group,
institutional, community and systemic strategies to improve
health knowledge, attitudes, skills and behavior.
Cont.

―The conscientious use of current best evidence in

making decisions about patient care‖
―A lifelong problem solving approach to clinical
practice that integrates the most relevant and best
research of one‘s own clinical expertise and patient
preferences and values‖ Definition of EBP and EBM
by Melnyk & Fineout-Overholt, 2015
 Evidence

It is something that furnishes proof or testimony or

something legally submitted to ascertain in the truth of
matter.

Evidence based practice

It is systemic interconnecting of scientifically generated
evidence with the tacit knowledge of the expert practitioner
to achieve a change in a particular practice for the benefit
of a well- defined client / patient group. (French 1999).
 Evidence based nursing

Is a process by which nurses make clinical decisions using

the best available research evidence, their clinical
expertise and patient preferences (mulhall, 1998).

Evidence based medicine or practice

The conscientious, explicit and judicious use of current

best evidence in making decisions about the care of
individual patients. (Dr. David Sackett, Rosenberg, 1996)
 EBP in Nursing

Is a way of providing nursing care that is guided by the

integration of the best available scientific knowledge with
nursing expertise. This approach requires nurses to
critically assess relevant scientific data or research
evidence and to implement high quality interventions for
their nursing practice. (NLM PubMed)
 NEED FOR EBP

• For making sure that each client gets the best possible
services.
• Update knowledge and is essential for lifelong learning.
• Provide clinical judgement.
• Improvement care provided and saved lives.
Goal of EBP

• Provide practicing nurses the evidence based data

to deliver effective care.
• Resolve problem in clinical setting.
• Achieve excellence in care delivery.
• Reduces the variations in nursing care and assists
with efficient and effective decision making.
Steps in
Evidence
Based
Practice
SOURCES OF EVIDENCE

Research evidence has assumed priority over other sources of

evidence in the delivery of evidence based health care.
It includes:
• Filtered resources
Clinical experts and subject specialists pose a question and then
synthesise evidence to state conclusions based on available
research. These sources are helpful because the literature has been
searched and results evaluated to provide an answer to clinical
questions.
• Unfiltered resources (Primary literature)- It provides most
recent information. E.g MEDLINE, CINAHL etc provides
primary and secondary literature for medicine.
• Clinical experiences- Knowledge through professional
practice and life experiences makes up the second part in
the evidenced based , person-centered care.
• Knowledge from patients- Evidence delivered from pt‘s
knowledge of themselves, their bodies and social lives.
Knowledge from local context

Audit and performance data

Patient stories and narratives
Knowledge about the culture of the organization &
individuals within it.
Social & professional networks.
Information from feedback
Local & national policy.
MODELS OF EBP
John Hopkins nursing EBP Model- Used as a framework to guide the
synthesis and translation of evidence into practice. (Newhouse, Dearholt,
Poe, Pugh, & White, 2007)

There are three phases to the JHNEBP model

1. The identification of an answerable question.

2. A systematic review and synthesis of both research and non-research

evidence.

3. Translation includes implementation of the practice change as a pilot study,

measurement of outcomes, and dissemination of findings.
Hierarchy of Evidence
IOWA model

The Iowa model focuses on organization and collaboration

incorporating conduct and use of research, along with other types
of evidence. (Titler et al, 2001). It originated in 1994.
The star point in the model can either be
• A knowledge focused trigger (that emerges from awareness of
innovative research findings
• A problem- focused trigger (that has its root in a clinical or
organizational problem)
 IOWA MODEL OF
EVIDENCE-BASED
PRACTICE TO
PROMOTE HEALTH
CARE
The Stetler Model
This model examines how to use evidence to create formal change within
organizations, as well how individual practitioners can use research on an informal
basis as part of critical thinking and reflective practice.

The Stetler model of evidence-based practice based on the following

1. Use may be instrumental, conceptual and/or symbolic/strategic.

2. Other types of evidence and/or non-research- related information are likely to be

combined with research findings to facilitate decision making or problem solving.

3. Internal or external factors can influence an individual's or group's review and use of
evidence.
4. Research and evaluation provide probabilistic
information, not absolutes.
5. Lack of knowledge and skills pertaining to research
use and evidence-informed practice can inhibit
appropriate and effective use.
 • Lack of value for research in practice

• Difficulty in bringing change

• Lack of administrative support

a• Lack of knowledge mentors

• Lack of time for research

• Lack of knowledge about research

Barriers in EBP
• Research reports not easily available

• Complexity of research reports

• Lack of knowledge about EBP

 Advantages and Disadvantages of EBP
• Provide better information to practitioner •
•Not enough evidence for EBP
Enable consistency of care
• Time consuming
• Better patient outcome
• Reduced client choice
• Provide client focused care
• Reduced professional judgement/ autonomy
• Structured process
• Suppress creativity
• Increases confidence in decision-making
• Influence legal proceedings
• Generalize information
• Publication bias
• Contribute to science of nursing

• Provide guidelines for further research

• Helps nurses to provide high quality patient

care

Advantages Disadvantages
 Evidence-based nursing care is a
lifelong approach to clinical decision
making and excellence in practice.
Evidence-based nursing care is
informed by research findings, clinical
expertise, and patients' values, and its

CONCLUSION use can improve patients' outcomes.

Use of research evidence in clinical
practice is an expected standard of
practice for nurses and health care
organizations, but numerous barriers
exist that create a gap between new
knowledge and implementation of that
knowledge to improve patient care.
Thank You
for
listening!
 The Ethics of
Education
in Classroom and
Practice Settings
By:
Cristine Talamor
Sherry Ann Tayco
BSN1-L
The Student–
Teacher
Relationship
Students and teachers have their own
perspectives, visions, values, and
preferences that are unknown to each
other. These two worldviews come
together in the classroom. They must be
negotiated and understood by each party
for the process of education to proceed
with trust and respect.

(Freedman, 2003)
 A Balance of Power
Teacher (Expert) Student (Novice)

The teacher possesses Students must be able to trust their

discipline-specific teachers—even instantaneously—and
expertise, which is key to the believe that the instruction provided
student‘s academic by them will be accurate,
success, career appropriate, and up to date. Students
achievement, and competent have a right to assume their
care of patients. instructors are competent and will
employ that competence in the best
interests of the students and the
nursing profession.
Potential blurring
of professional–
personal
boundaries

Students may experience

personal difficulties that can
interfere with their studies or
with their goals in pursuing a
degree in the health
professions.
 If the nature of the student’s con-
cerns is outside pedagogic goals, how
should
the teacher respond?
● In such a case, the ethics of the situation applies not to the process of
education itself but to two individuals who happen to know each other
because of an educational context. This distinction is important. When
teachers are called upon to serve as advisors for students, typically
the advice given in the context of that relationship pertains to
professional education matters. At other times, a teacher may be
approached because he or she is known to the student and is
trustworthy in a classroom context, but the issue at hand requires
counseling of a noneducational nature. In sauch a case, the teacher is
expected to ad-dress openly and honestly with the student the
potential consequences to their student–teacher relationship of
discussing personal issues (Ewashen & Lane, 2007).
 ■ Risk of harm to the student or
to the student–teacher
Educators can use the relationship
following specific ■ Presence of coercion or
criteria to distinguish exploitation
between interactions that ■ Potential benefit to the student
are appropriate in the or to the student–teacher
context of the educational
process and those that are relationship
less appropriate or even ■ Balance of student‘s interests
frankly inappropriate and teacher‘s interests
(Martinez, 2000): ■ Presence of professional
ideals
 Taking responsibility for one’s mis-
steps as a student reveals the
student’s commitment to honesty, the
primacy of patient welfare, and
trustworthiness.

(Reiser,1994)
 Students place their perceptions of
their instructors’ needs before the
needs of their patients, at a time when
the students are trying to learn exactly
which bonafide medical needs should
legitimately assume priority over
others.

(Zucker, 2009)
By trying to appear “good” and restrict the range and
depth of concerns patients bring to their health professionals,
students may undermine the reciprocity of the healthcare
provider–patient relationship. Without the framework of an
explicitly bidirectional education model, patients may be
reluctant to voice all their concerns, reservations, and questions
about a proposed recommendation or treatment. In addition,
consider the ethical import of the transience of many student–
teacher relationships.
Students rely on their teachers to be role models and mentors.
They observe how teachers hold themselves and other
instructors accountable to honest and conscientious practice
standards. They witness how teachers treat students and
colleagues. Such teacher behaviors exemplify instruction in a
relational context: Technical information is interwoven with
role modeling. From these observations, students receive
lessons that assist them in developing and establishing habits of
interaction with coworkers, patients, and, if they become
educators themselves, their own future students.

(Reiser, 1993)
The Patient-
Provider
Relationship
Nurses (and nursing students) and the patients they care for also
have their own worldviews that come together in the practice
setting. These perspectives must be negotiated and understood
by each party for the process of patient education to occur with a
sense of trust. As with the student- teacher relationship, it is
important to recognize the balance of power that exists between
a nurse- even a nursing student- and a patient. The nurse
possesses medical expertise: keys to the patient‘s health, well-
being, and ability to work, play, go to school, or engage in social
relationship.
For those reason, the ethics of being a patient typically includes
respecting nurses and trusting them to have a patient‘s best
interests at heart. Lachman(2012) speaks to the care nurses
render to patients as being an ethical task. Caring is not only
essential for the physical and psychological well being of patients
but caring also requires getting involved in a network of
relationship to meet patient‘s needs. Patients have a moral claim
on the nurse‘s competence and on the use of that competence
for the patient‘s welfare. (Pellegrino, 1993).
The blurring of professional-personal boundaries is also an area
of ethical importance common to nurses‘ (or nursing student)
relationships with their patients. The potential for blurred
boundaries between professionals and patients is particularly
evident because of the intimacies of the practice setting. Patient
education can take place when patients are wearing little clothes,
are lying down in a bed, are sharing personal information with the
nurse, or are in the context of medically related physical contact.
Again the five criteria noted earlier in the students and teachers
section (Martinez, 2000) are relevant.
 Simply substitute the word
patient or client for student
to distinguish between
interactions that are
appropriate in the context
of the practice setting and
those that are less
appropriate or even frankly
inappropriate :
(Martinez, 2000)
• Risk of harm to the
patient or to the patient-
teacher relationship
• Presence of coercion or
exploitation
• Potential benefit to the
patient or to the patient-
teacher relationship
• Balance of the patient‘s
interests and the
teacher‘s interests
• Presence of
professional ideals

New evidence indicates that
concerns may arise
regarding healthcare
professionals‘ ethical
competency. Park (2012)
developed an integrated
model consisting of six
steps designed to better
guide ethical decision
making:
1. The identification of an ethical
problem
2. The collection of information
to identify the problem and
develop solutions
3. The development of
atlernatives for analysis and
comparison
4. The selection of the best
alternatives and jus
justification
5. The development of diverse,
practical ways to implement
ethicasl decisions and actions
6. The Evaluation of effects and
development of strategies to
prevent a similar occurence.
Park (2012) acknowledge that use of this
model does not guarantee ethically right
or good decisions, but it does support an
improved process of making ethical
decisions.
Nursing students may be inclines to rely on a largely information-
dissemination method of educating patients. This is understandable
during formative years of education when they are beginning to
appreciate and employ their own technical knowledge. In evitably, such
as reductionistic conception of patient education will bump up against
real practice situations in which the complexity of individual patients‘
circumstances demands a more reciprocal model of education (Donetto,
2010)

 Like students, patients are autonomous agents. They may choose to

follow the recommended course of treatment because they are trust
their health professional and believe that what has been
recommended will improve their condition. They may also follow
recommendations because they understand the rationale for the
treatment,they consider the treatment to be acceptable or atleast
tolerable, the treatment fits into their lifestyle and worldview, they can
afford it financially, and for many other reason.
In practice setting, it is plausible that a nurse providing discharge
instructions to a patient might not necessarily give the patient a
fair share of his or her time or be open to all the patients‘
questions if the nurse knows he or she will never see that patient
again. Admittedly the better the patient education, the longer the
patient will likely remain out of the hospital. However, if the nurse
extremely busy with other competing priorities or is tired from
having worked two shifts in a row, he or she may not reflect on
how fatigue or work demands lead to a failure to focus primarily
on this patient‘s welfare. It may be easier for the nurse to
assume a let-someone-else-deal-with-it attitude. Transient
relationships facilitate a lack of focus on the welfare,time and
interests of each patient.
 Legality of
Patient
Education and
Information
 The patient‘s right to adequate information regarding his or her physical
condition, medications, risks, and access to information regarding
alternative treatments is specifically spelled out in the revised edition of A
Patient‘s Bill of Rights (AHA, 1992; President‘s Advisory Commission,
(1998). As noted earlier, many states have adopted these rights as part
of their health code, thus rendering them legal and enforceable by law.
Patients‘ rights to education and information also are regulated through
standards put forth by ac-crediting bodies such as The Joint Commission
TJC] (2015), formerly known as the Joint Commission on Accreditation of
Healthcare Organizations (JCAHO). Although these standards are not
enforceable in the same manner as law, lack of organizational conformity
can lead to loss of accreditation, which in turn jeopardizes the facility‘s
eligibility for third-party reimbursement, as well as loss of Medicare and
Medicaid reimbursement. Lack of organizational conformity can also lead
to loss of public confidence
in the institution.
In addition, state regulations pertaining to patient education are published
and enforced under threat of penalty (fine, citation, or both) by the
department of health in many states. Federal regulations, enforceable as
laws, also mandate patient education in those health-care facilities
receiving Medicare and Medicaid funding. Moreover, as discussed
earlier, the federal government mandates full patient disclosure in cases
of participation in biomedical research in any setting or for any federally
funded project or experimental research involving human subjects.
It should be noted that the AHA‘s 1975 original draft rendition of A
Patient‘s Bill of Rights, along with all the later revision of these rights, is
linked to or associated with every ethical principle. The revised A
Patient‘s Bill of Rights(AHA, 1992) is rooted in the conditions of
participation in Medicare set forth under federal standards established by
the CMS. Corresponding accreditation standards promulgated by TJC
further emphasize these standards. All these laws and professional
standards serve to ensure the fundamental rights of every person as a
consumer of healthcare services.
Physicians are responsible and accountable for proper patient education.
Realistically, how-ever, the nurse or some other physician-appointed
designee often carries out patient education. Physicians‘ responsibility
notwithstanding, ―patient education is central to the culture of nursing as
well as to its legal practice‖ (Redman, 2008, p. 817) by virtue of
respective state nurse practice acts. The issue regarding patient
education is not necessarily one of omission on anyone‘s part. Rather,
the heart of the matter may be proper documentation that teaching has,
in fact, been done.
TABLE 2-1 Linkages Between Ethical
Principles, the Law, and Practice
Standards
Legal
Ethical Principles Actions/Decisions and
Standards of Practice
Autonomy (self-determination) Cardozo decision regarding
informed consent
Institutional review boards
Patient Self-Determination Act
A Patient‘s Bill of Rights
Joint Commission/CMS
standards

Veracity (truth telling) Cardozo decision regarding

informed consent
A Patient‘s Bill of Rights
Tuma decision
Joint Commission/CMS
standards

Ethical Principles
Confidentiality (privileged
information)
Nonmaleficence (do no
harm)
Legal
Actions/Decisions and
Standards of Practice
Privileged information
A Patient‘s Bill of Rights
Joint Commission/CMS
standards
HIPAA
Malpractice/negligence
rights and duties
Nurse practice acts
A Patient‘s Bill of Rights
Darling v. Charleston
Memorial Hospital
State health codes
Joint Commission/CMS
standards

Ethical Principles
Beneficence (doing good)
Justice (equal distribution of
benefits
and burdens)
TABLE 2-1 outlines the relationship of ethical principles to the laws and
professional standards applicable to each principle.
Legal
Actions/Decisions and
Standards of Practice
A Patient‘s Bill of Rights
State health codes
Job descriptions
Standards of practice
Policy and procedure manuals
Joint Commission/CMS
standards
A Patient‘s Bill of Rights
Antidiscrimination/affirmative
action laws
Americans with Disabilities Act
Joint Commission/CMS
standards
 Prepared by:
Christel ann tianchon
Mary jane tiangson
 Health Educator
Is a professionally
prepared individual who
serves in a variety of roles and
is specifically trained to use
appropriate educational
strategies and methods to
facilitate the development of
policies, procedures,
intervention and systems
conducive to the health of
individuals, groups, and
communities.
A health educator performs the following:
1. Collaborates with Health specialist and civic groups in assessing
community health needs and availability of resources and services and in
developing goals for meeting Health needs of clients.
2. Formulates operational plans and policies necessary to achieve Health
education objective and services.
3. Conduct and coordinate Health needs assessment and other public
health surveys.
4. Design and conducts evaluation and diagnostic studies to assess the
quality and performance of Health education programs.
5. Plans and implements Health education and promotion program such
as training workshops, conference, and school or community projects.
6. Prepares and distribute Health education materials , such as
reports, bulletins ,online website and visual aids like films,
videotape, photographs and posters.
7. Provides guidance to agencies and organizations in the
assessment of health education needs and in the development
and delivery of Health education programs.
8.Disseminates health program information to the public by
preparing and issuing press releases , conducting media
campaigns, and or maintaining program related websites.
9. Promotes and maintains cooperative working relationships
with agencies and organizations interested in public health care.
10. Provides and maintains Health education libraries to
provide resources for staff and community agencies.
11. Formulate prepares and coordinates grant application
and grant related activities to obtain funding for Health
education programs and related to work.
12. Documents activities, record information such as
number of programs completed ,nursing actions
implemented, and individuals assisted.
13. Maintain database, mailing lists, telephone network and
other information to facilitate the function of Health
education programs.
3 Roles In
Health ROLE OF A NURSE
Education AS A HEALTH
EDUCATOR
Team

ROLE OF OTHER
MEMBER OF THE
HEALTH TEAM

ROLE OF
FAMILY IN
HEALTH
EDUCATION
ROLE OF A NURSE
AS A HEALTH
EDUCATOR
 ROLE OF A NURSE AS A HEALTH EDUCATOR

NURSE EDUCATOR

Nurse educators are responsible for

designing, evaluating, updating, and
implementing new and current nursing education
curriculum. These educational professionals act
as both advisers and role models for the students,
assisting them in their journeys toward becoming
successful licensed registered nurses.
ROLE OF A NURSE AS A HEALTH EDUCATOR

GIVER OF INFORMATION

FACILITATOR OF LEARNING

COORDINATOR OF TEACHING

CLIENT ADVOCATE
 ROLE OF A NURSE AS A HEALTH EDUCATOR

GIVER OF
INFORMATION

The information giver is

someone within a group that has some
kind of authoritative understanding or
specific expertise that can help inform a
group’s decision making process. This
person can often use her or his own
knowledge or personal experiences to
help inform a group’s decision making
process.
 ROLE OF A NURSE AS A HEALTH EDUCATOR

FACILITATOR OF
LEARNING
A facilitator of learning is a teacher who does not operate under the
traditional concept of teaching, but rather is meant to guide and assist
students in learning for themselves - picking apart ideas, forming their own
thoughts about them, and owning material through self-exploration and
dialogue.
Facilitate learning. Assist students to develop as nurses. Use known
strategies to assess and evaluate student learning in the classroom, clinical and
laboratory settings. Design curricula and formulate program outcomes.
 ROLE OF A NURSE AS A HEALTH EDUCATOR

FACILITATOR OF LEARNING
Factors that influence client learning
1. Stage of development - when teaching clients, teaching must be adapted to the
client developmental level rather than their chronological age.
2. Cultural values - the nurses teaching can be most effective if norms, traditions
and cultural beliefs are considered and incorporated into their teaching plan.
3. Language used - the ability of the client to understand the language of teaching
determines how much they learn. clients to whom English is not the primary
language may not understand the use of informal words or medical terms. the nurse
must make sure that Health instructions must be understood and used by client in
their daily activities.
 ROLE OF A NURSE AS A HEALTH EDUCATOR

FACILITATOR OF LEARNING
4. Physical environment - the nurse must consider privacy and confidentiality
of information when discussing sensitive issues such as sexuality, drug addiction
or domestic violence, among others.
5. Previous experience - clients who had last experience similar to the current
health problem met need less education since they became similar with the
Health care activities, they have been tough earlier.
6. Knowledge and skills of the teacher - the teacher must determine the
objectives and subject matter to be tough. Develop a plan to meet the objectives,
and gather all necessary materials.
ROLE OF A NURSE AS A HEALTH EDUCATOR

COORDINATOR OF TEACHING

Coordinator of teaching is responsible for

educating patients about their disease,
medications, and all aspects of care needed
following hospitalization or a clinic visit.
 ROLE OF A NURSE AS A HEALTH EDUCATOR

COORDINATOR OF TEACHING
Purpose of clients teaching:
1.increase clients awareness and knowledge of their Health status
2.increase client satisfaction
3.improve quality of life
4.ensure continuity of care
5.decrease patient anxiety
6.increase self-reliant behavior
7.reduce effectively the incidence of complications of illness
8.promote adherence to health care treatment plans
9.maximize independence in the performance of Activities of daily living;and
10.energize and empower consumers to became actively involved in the planning of
their care.
 ROLE OF A NURSE AS A HEALTH EDUCATOR

CLIENT ADVOCATE

Advocate for the client - They help patients make

informed decisions regarding their health, including
helping them navigate a complex medical system,
translating medical terms and helping patients make
ethical decisions.
 ROLE OF A NURSE AS A HEALTH EDUCATOR

TWO PRINCIPLES OF OBLIGATION

1. The people have a right to make decisions affecting

their lives;
2. There is moral imperative to provide people with all
relevant information and resources possible to make
their choice freely and intelligently.
 ROLES OF NURSE AS EDUCATOR IN HEALTH PROMOTION

FACILITATOR OF CHANGE

CONTRACTOR

ORGANIZER

ADVOCATE FOR THE CLIENT

ROLE OF OTHER
MEMBER OF THE
HEALTH TEAM
 ROLE OF OTHER MEMBER OF THE HEALTH TEAM

Healthcare Team

Healthcare is a team effort. Each healthcare

provider is like a member of the team with a
special role. Some team members are
doctors or technicians who help diagnose
disease. Others are experts who treat
disease or care for patients' physical and
emotional needs.
 ROLE OF OTHER MEMBER OF THE HEALTH TEAM

 Doctors
 Physician Assistants
 Nurses
 Pharmacists
 Dentists
 Technologists and technicians
 Therapists and rehabilitation specialists
 Emotional, social and spiritual support providers
 Administrative and support staff
 Community health workers and patient navigators
 ROLE OF OTHER MEMBER OF THE HEALTH TEAM

Doctors, also known

as Physicians, are licensed health
professionals who maintain and
restore human health through the
practice of medicine.

DOCTOR
 ROLE OF OTHER MEMBER OF THE HEALTH TEAM

Physician Assistants
(PA's) are licensed to practice
medicine and are supervised by a
doctor. Their training is similar to
a doctor's but they do not complete
an internship or residency.

PHYSICIAN ASSISTANTS
 ROLE OF OTHER MEMBER OF THE HEALTH TEAM

 Licensed Practical Nurses (LPN) - are also called Licensed

Vocation Nurses. They train for about one year at a
community college or vocational school and are licensed by
their state.
 Registered Nurses (RN’s) - are licensed by their state. They
may have completed a diploma program, an associate’s (2-
year) degree or a bachelor’s (4-year) degree.
 Advanced Practice Nurses - are nurses who have more
education and experience than RN’s. Examples of advanced
practice nurses are clinical nurse specialists, nurse
anesthetist, nurse midwife and nurse practitioner.
NURSE
 ROLE OF OTHER MEMBER OF THE HEALTH TEAM

Pharmacists give patients

medicines that are prescribed, or
recommended, by a doctor. They tell
patients how to use medicines and answer
questions about side effects. Sometimes
pharmacists help doctors choose which
medicines to give patients and let doctors
know if combinations of medicines may
interact and harm patients.

PHARMACISTS
 ROLE OF OTHER MEMBER OF THE HEALTH TEAM

Dentists diagnose and treat

problems with teeth and mouth, along
with giving advice and administering
care to help prevent future problems.
They teach patients about brushing,
flossing, fluoride, and other aspects of
dental care.

DENTISTS
 ROLE OF OTHER MEMBER OF THE HEALTH TEAM

 Laboratory Technologists help providers

diagnose and treat disease by analyzing
body fluids and cells. They look for bacteria
or parasites, analyze chemicals, match
blood for transfusions, or test for drug
levels in the blood to see how a patient is
responding to treatment.
TECHNOLOGISTS
AND
TECHNICIANS
 ROLE OF OTHER MEMBER OF THE HEALTH TEAM

 Radiology Technologists - also called radiographers, help providers

diagnose and treat disease by taking x-rays. For some procedures technologists
make a solution that patients drink to help soft body tissues can be seen.
Radiology technologists are can specialize in computed tomography (CT scans),
Magnetic Resonance Imaging (MRI’s) or mammography.
 Pharmacy Technicians - help pharmacists prepare prescription medications.
They also provide customer service and perform administrative duties such as
take prescription requests, count pills, label bottles and prepare insurance
forms. There are no standard training requirements for pharmacy technicians,
but some States require a high school diploma or its equivalent.
 ROLE OF OTHER MEMBER OF THE HEALTH TEAM

 Occupational Therapists help patients

perform tasks needed for every-day living or
working. They work with patients who have
physical, mental or developmental disabilities.
 Physical Therapists (PT's) help patients
when they have an injury, disability or medical
condition that limits their ability to move or
function. Physical therapists test a patient's
strength and ability to move and create a
treatment plan.
THERAPISTS AND
REHABILITATION
SPECIALISTS
 ROLE OF OTHER MEMBER OF THE HEALTH TEAM

 Respiratory Therapists treat and care for patients with breathing

problems. They work with all types of patients including premature
babies, older people with lung disease, or patients with asthma or
emphysema. Respiratory therapists require an associate's degree, but
many have a bachelor's degree. A license is required in most states.
 Speech Therapists - are also called speech-language pathologists.
They work with patients who have problems related to speech,
communication or swallowing. These problems may be caused by
cancer, stroke or brain injury. Speech therapists tailor care plans to
each patient's needs.
 ROLE OF OTHER MEMBER OF THE HEALTH TEAM

 Mental Health Professionals

o Psychiatrists are medical doctors (MD's) who
diagnose and treat mental, emotional and behavioral
disorders. This includes disorders of the brain,
nervous system and drugs or chemical abuse.
o Psychologists deal with mental processes, especially
during times of stress. They are not medical doctors,
but have a Doctor of Psychology (PsyD) or a doctor of
philosophy degree (PhD). Most psychologists do not
EMOTIONAL, prescribe medicine, but treat patients with counseling
SOCIAL AND SPIRITUAL and psychotherapy ("talk" therapy).
SUPPORT PROVIDERS
 ROLE OF OTHER MEMBER OF THE HEALTH TEAM

 Social Workers - in a clinical or hospital setting help patients and families

cope with emotional, physical and financial issues related to an illness.
Depending on a patient's need a social worker may help coordinate services
such as housing, transportation, financial assistance, meals, long-term care, or
hospice care. Social workers may also refer patients to mental health
professionals for emotional or substance abuse support. Social workers have a
master's degree and are licensed by the state.
 Clergy - Religion or spirituality can be important for people coping with
illness. Members of the clergy such as priests, ministers and rabbis provide
patients with spiritual support. They may listen to patients, counsel them on
religious or spiritual philosophy. They may also perform religious sacraments
or rites such as special blessings, communion or last rights.
 ROLE OF OTHER MEMBER OF THE HEALTH TEAM

• Administrative And Clerical Staff coordinate and facilitate

patient care. They schedule appointments, answer phones,
greet patients, keep medical records, handle medical billing,
fill out insurance forms, arrange for laboratory or other
diagnostic services, and handle financial records
• Volunteers are an important part of the healthcare team.
The duties of volunteers can vary widely. Volunteers may
have administrative duties and work in reception areas or
gift shops. In a medical office they may file documents,
answer phones, help with health screening or deliver
documents to various parts of the hospital. "Advanced
Volunteers" have special training and may work closely
ADMINISTRATIVE AND
patients under the supervision of a nurse or doctor.
SUPPORT STAFF
 ROLE OF OTHER MEMBER OF THE HEALTH TEAM

• Community Health Workers or

Outreach Workers, work in community
settings. They link patients to primary care
providers, health information, health
screening, financial assistance or
transportation.
• Patient Navigators usually work in a
clinic or a hospital. They work closely with
COMMUNITY HEALTH patients to reduce the barriers that keep
WORKERS AND them from getting Healthcare..
PATIENT
NAVIGATORS
ROLE OF FAMILY
IN HEALTH
EDUCATION
 ROLE OF FAMILY IN HEALTH EDUCATION

Family is called a team of individuals that are connected with bonds

of marriage, blood and adoption, and interact between each other.
Additionally, family can include a wider social team, which is constituted from
two or more individuals who live in the same space, have common
sentimental bonds, aims and objectives, and fulfill interdependent activities.
The presence of family constitutes an important source of psychological
stability for the patient, as well as a source of support for better recovery,
since it helps him to maintain a contact with his house and his friends.
Moreover, the role of family, friends, and relatives is of vital importance for
the maintenance of quality of life in hospitalized patients with chronic
problems.
 ROLE OF FAMILY IN HEALTH EDUCATION

This, because family can satisfy basic needs of the patient in the hospital to a
large extent. Additionally, family can help him decrease his stress, while it can
encourage him to correspond effectively in the therapeutic form he follows.
At the same time, family can direct the patient in order to participate in self ‐
care activities and effectively face any complications of his illness.

Family members (FMs) play important roles in the care of patients including
contribution to decision-making, assisting the health-care team in providing
care, improving patient safety and quality of care, assisting in home care, and
addressing expectations of patient's family and society at large.
 Summar
Health y
education is very
essential for every individuals
because it is a program that help
empower individuals and
communities to live healthier
lives by improving their
physical, mental, emotional, and
social health by increasing their
knowledge and influencing their
attitudes about caring for their
well being.
 FUTURE
DIRECTIONS FOR
CLIENT SAMANTHA GEN
S. TIU

EDUCATION
LYCA MARIS A.
TORDA
GREATER EMPHASIS
ON WELNESS
What is wellness?
• Wellness is a state of emotional, mental,
physical, social and spiritual well-being,
that enables people to reach and
maintain their personal potential in their
communities. The five aspects of well-
being in our definition are each
important on their own, but even more
so because they are interconnected.
7 DIMENSION OF WELLNESS
 Emotional Wellness
• Being emotionally well is typically defined as
possessing the ability to feel and express human
emotions such as happiness, sadness and anger.
• Cope effectively with stress.Develop awareness of
personal feelings and feelings of others.Think
positively about self and others.
• Make decisions by integrating feelings, thoughts,
behaviors, values and desires.Form healthy
relationships with others.
• Realistically assess personal strengths and
limitations, enjoy challenges and recognize conflict
as a potential sources of growth.
 Intellectual Wellness
• The intellectual dimension encourages creative,
stimulating mental activities. People who
posses a high level of intellectual wellness have
an active mind and continue to learn.
• Challenge self to use intellectual abilities.
• Encourage creative mental activity.
• Expand knowledge of self and world.
• Avoid idle thoughts and boredom
 Physical Wellness
• Physical wellness encompasses a variety of health
behaviors including adequate exercise, proper
nutrition, and abstaining from harmful habits such as
drug and alcohol abuse.
• Take initiative to reduce risk of chronic disease and
prevent injury.
• Be active and informed regarding to personal health
care decisions.
• Follow comprehensive fitness routine, including
cardiovascular, strength and flexibility training.
• Make healthy nutritional choices.
• Make health choices regarding use of drugs and
alcohol.
 Social Wellness
• Social wellness refers to our ability to interact
successfully in our global community and to
live up to the expectations and demands of
our personal roles.
• Maintain meaningful relationships with others.
• Adapt to various social situations.
• Contribute to welfare of the community.
 Occupational Wellness
• Occupational wellness involves preparing and
making use of your gifts, skills and talents in
order to gain purpose, happiness and
enrichment in your life.
• Develop and understanding of personal values
and lifestyle preferences.
• Carefully investigate occupational choices that
support personal values and lifestyle
preferences.
• Develop a realistic strategy for attaining
occupational goals.
 Spiritual Wellness
• Spiritual wellness involves possessing a set of
guiding beliefs, principles, or values that help
give direction to one’s life.
• Establish personal ethics, values and code for
living.
• Integrate personal beliefs and values with
actions.
• Develop a sense of purpose and meaning to
life.
• Experience love, joy and fulfillment.
 Environmental Wellness
• Environmental wellness is an awareness of the
unstable state of the earth and the effects of your
daily habits on the physical environment. It consists
of maintaining a way of life that maximizes harmony
with the earth and minimizes harm to the
environment.
• Develop and appreciation for the external
environment and the role individuals play in
preserving and improving environmental conditions.
• Take personal and social responsibility for creating
sustainable communities.
• Encourage minimizing disposable products.
• Evaluate purchases and conveniences based on
their environmental impacts.
• In 1976, Dr. Bill Hettler, co-founder of the
National Wellness Institute in the US,
developed a model of wellness that included
six dimensions of health: physical, emotional,
intellectual, spiritual, occupational, and social.
HOW DO WE APPLY THEM?
• Cope effectively with stress.
• Develop awareness of personal feelings and
feelings of others.
• Think positively about self and others.
• Make decisions by integrating feelings,
thoughts, behaviors, values and desires.
• Form healthy relationships with others.
WELLNESS SCREENING
PROGRAMS WILL INCREASE
Wellness programs typically include activities such as
weight loss competitions, exercise, stress management
or resiliency education, smoking cessation programs,
and wellness assessments that are designed to help
individuals or employees eat better, lose weight and
improve their physical health. But sometimes it also
fails, why? Lack of Engagement. Those who do
participate are already in generally good health.
Incentive-based programs like weight loss challenges,
step challenges, or free gym memberships draw those
who are already invested in their health. The
employees that companies need to reach are often the
ones sitting on the sidelines
EMPHASIS ON ILLNESS PREVENTION AND
HEALTH PROMOTION

Health promotion and disease prevention programs

focus on keeping people healthy. Health
promotion programs aim to engage and empower
individuals and communities to choose
healthy behaviors, and make changes that reduce the
risk of developing chronic diseases and
other morbidity.Health promotion focuses on achieving
equity in health. Health promotion
action aims at reducing differences in current health
status and ensuring equal opportunities and
resources to enable all people to achieve their fullest
health potential.
INCREASE THIRD
PARTY
REIMBURSEMENT
Third party reimbursement is compensation
for services provided by a third party, rather
than the person receiving the services. This is
most commonly seen in a health care
context, where a patient receives treatment
and an insurance company pays the service
provider
 EXAMPLE OF THIRD PARTY
PAYERS
• GOVERNMENT AGENCIES
• INSURANCE COMPANIES
• HEALTH MAINTENANCE
ORGANIZATIONS (HMOs)
How It Works
• In a third party reimbursement, the patient
provides proof of insurance before receiving
services, usually by showing the
receptionist an insurance card that includes
the name of the insurance company and an
insurance identification number. After
receiving the bill, the third party will either
pay the entire bill, send a partial payment to
cover only certain services or expenses, or
refuse the bill if the services are not part of
the patient‘s insurance coverage. If this
happens, the service provider will then bill
the patient for the outstanding balance.
THANK YOU!
FILIPINO CULTURAL
CHARACTERISTICS
AND HEALTH CARE
BELIEFS AND
PRACTICES IN
HEALTH EDUCATION

PREPARED BY: KATHERINE TRABADO

LEA JANE TRABADO
 Culture

 Totality of socially transmitted pattern of thoughts,

values, meanings, and beliefs (Purnell 2005).
 Filipino culture

 Being an archipelago consisting of 1,107 islands,

cultural influence in the Philippines is important to
recognize given the existence of 175 ethno linguistic
groups each with their own unique cultural identity
and health beliefs and practices (Summer Institute of
Linguistic 2012).
 Cultural Awareness

 Cultural awareness is a pre requisite prior to

achieving cultural competency. It is the
understanding that a cultural divide exists between
the patient and health professional ( Winkelman
2009)
 Cultural Sensitivity

 Being aware that culture differences and

similarities between people exist without
assigning them a value-positive or negative,
better or worse, right or wrong.
 Is a set of skills that enables us to learn
about and understand people who are
different from ourselves, thereby becoming
better able to serve them within their own
communities.
 Cultural Competence

 With regards to health care, cultural

competence is a set of behaviours and
attitudes held by clinicians that allows them
to communicate effectively with patients of
various cultural backgrounds and to plan for
and provide care that is appropriate to the
culture and to the individual.
 Explanatory Models (EM) of Illness

 Provides a framework on the

understanding of a patient on the cause
of his/her illness, and this may include
the meanings and values he/she
associates with the condition
(Winkelman 2009; Kleinman et al.
1978).
 Traditional Perception of Health and Illness in
the Philippines

 Health is considered to be in a state of balance

 Illness is when the body, mind, spirit are out of

balance or when the person and the environment are
in a sense of disharmony.
 Three theories of Illness

Mystical Theory- is that there are unfulfilled

obligations from ancestors then this could
result in mystical experiences and behaviours.
Personalistic Theory- is that evil spirit or witches
seeking retribution or social punishment can
cause illness.
Naturalistic Theory- it states that stress,
infection, food and drugs, and natural events
such as thunder, lightning, and drafts are all
causes of illness.
Birthing and Postpartum Beliefs and Rituals

 Taking vitamins could deform the fetus and

therefore many women do not take any
vitamins while they are pregnant.

 If the pregnant woman has spots or dark areas on

the body, the baby will be a boy.

 Eating twin bananas can increase the

chances of having twins
Birthing and Postpartum Beliefs and Rituals

 A pregnant woman’s cravings will affect the

baby’s appearance.

 Don’t sew or step over ropes to avoid labor

difficulties

 Avoiding housework

 No bathing or washing hair

 Common Filipino Cultural Beliefs

Filipino word depicting cultural English translation

beliefs

Lihi Conception or maternal cravings

Pasma Hot and cold syndrome

Namaligno Sumpa and Gaba Curse

Namaligno Mystical and supernatural causes

 Conception or maternal cravings (Lihi)

 Lihi is a concept used to explain why

some children are noted to have a
certain specific characteristics. An
ethnographic study done in a
municipality in the Philippines reffered
to lihi as a term for conception, while
some literature reffered to it as
maternal cravings.
 Hot and Cold Syndrome (Pasma)

 Pasma is roughly defined as an “exposure illness”

which occurs when a condition considered to be hot
is attack by cold element and vice versa.
 In sumpa, the curse is inflicted by a human being
 In contrast, Gaba is a curse inflicted by a divine
being and it is usually God.
 Mystical and Supernatural Causes (namaligno)

 It is a Filipino belief that a disease is caused

by an intervention of a supernatural or a
mystical being.
 Namaligno is used as the explanation in
condition which remain to be mysteries
because of the absence of an apparent cause.
 Filipino Health Practices

 Traditional forms of self medication

 Folk healing techniques

 Alternative therapy

 Home Remedies

 Hilot
Thank you for
listening!!!
New Technologies, New Setting
and Environmental Linkages
Guihama, Phil Jereg
Trespeces, Irene Joy
Uy, Jayrah Joy
Introduction
By Jayrah
Life, as we know it today, was greatly influenced by
technological advances of the last half century.
Third Industrial Revolution or Information
Age
Includes :

- Birth of the internet and the World Wide Web

- The development of information technology
- The wide scale production of computers
- The development of user-friendly software
 Fourth Industrial
Revolution
― is characterized by a fusion of
technologies that are blurring the
lines between the physical, digital and -
biological spheres‖ ( Schwab,
2016,para.2)
Rapid advances in disruptive
technologies such as:
- Artificial intelligence (AI)
- Biotechnology
- 3D printing
Nanotechnology
Are serving to merge the real world
with the technological world (Medical
Futurist, 2017; Newman, 2017)
―a new and innovative technology will
continue to advance and become the
norm in healthcare rather than the
exception‖ (Daniels & Wedler, 2015,)
Today learners and teachers alike have a world
information at their fingertips.
- All children begin learning on computers when they are in
nursery school and are as young as 3 years of age (US
Department of education, 2016).

- As a result, children of today are often referred to as ― digital

natives‖, as their lifelong exposure to digital technology has
shaped the way they think and process information (prensky,
2001).

- today , educational technologies, which were once viewed as

rare and highly desirable resource, have become
commonplace. Both on-site and distance learners now interact
in a multidimensional learning environment.
Technology in education has tremendous potential.

Through wise use of technology:

- nurses can increase access

- improve educational practices already in place
- create new strategies that empower the individual &
transform teaching and learning experiences for both health
care consumers and nursing professionals.
Health Education in a
Technology-Based
World
By Jayrah
Information Age
Also known as Computer Age or Digital Age, was characterized
by a change in focus from industry to information.

- Beginning in the 1970s, improvements in information technology and

the decreasing cost of computers suddenly made information more
accessible, resulting in a dramatically different world ( Finnis,2003).
- It had an enormous impact on the global economy, culture & our way
of life.
- The world has very quickly become a much smaller place as it is now
possible to connect with people and access services from around the
world in a blink of an eye and at a very low cost.
Mobile Technology

Adults and children have come to depend on the Mobile

Technology of the 21st century, from pocket-size smartphones to media
players, electronic readers, cloud-based digital assistants, and other
computer-driven devices.

- Computers and computer-driven information technologies have also

become part of the culture of education.
- The most significant effect of computers on our society and our
education is related to their capacity to assist in the collection,
management, transportation, and transformation of information at high
speed. As a result of this new found ability to handle information, the
world has experienced an “information explosion”
How has technology affected health education?
- The infrastructure now exists to link people around the world to one another,
to nurses and other healthcare professionals, and to vast array of Web-based
information.
- Internet World Stats (2017), an international website that provides
comprehensive information on internet usage, reports of the North American
continent.
- Once a slow and tedious process, connecting to the internet has become
easier with the advent of high-speed data services. Broadband service is in
approximately 67% of american homes (Horrigan & duggan, 2015).

- The majority of americans have the hardware necessary to access the web. A
Pew research Center survey found that 84% of americans had at least one
smartphone, 80% of households have a laptop or desktop computer, and
68% of households contain at least one tablet.

- Tens thousands of healthcare applications are available online, about half at

no charge, to assist healthcare consumers to learn, monitor, and manage
their health and illness as well as communicate with healthcare providers and
other consumers (Aitken & Gauntlett, 2013).
Consumer informatics
The use of Information Age technology has had such a dramatic
influence on health education that a unique and rapidly expanding field of study,
consumer informatics (Also referred to as Consumer health informatics) has
emerged.

The American Medical Informatics Association (AMIA),

one of the principal professional organizations for people working in the field
of informatics, has established a consumer informatics working group to advance
the field through collaboration and dialogue.

This group has developed a definition of consumer informatics, which states

that it is a field ―devoted to informatics from multiple consumer or patient views
including patient focused informatics, health literacy, and consumer education‖
(American Medical Informatics Association, 2012).
Cybersecurity

Or effectiveness of the
―technologies, processes and practices
designed to protect computer system from
unauthorized use or harm‖ (Cybersecurity
Forum, 2017)

Although security breaches are

often related to financial information, health
information also must be protected.
 When the World Wide Web was first introduced, users were primarily
consumers of content developed by organizations and commercial enterprises.
Current technology has changed this dynamic and users have become authors of
content, participating in blogs, wikis and social network site.

Nurses and other healthcare professionals are concerned that the

consumers are making serious healthcare decisions based information on the web
as a source or information. It shown that the information they find is inaccurate or
misleading.

Healthcare education and informatics professionals are working

together to develop codes to guide practice and safeguard healthcare consumers
who use educational information and services delivered via the world wide web
and the internet. the e-health code of ethics is based on the principles of candor,
honesty, quality, informed consent, privacy, professionalism
Guiding Principles of the e-Health Code of Ethics

Candor - Disclose information about the

creations/purpose of the site that will
help user make a judgment about the
credibility and trustworthiness of the
information or services provided.

Honesty - Be truthful in describing

products/services and present
information in a way that is not likely to
mislead the user.

Quality - Take the necessary steps to ensure that

the information provided is accurate and
well supported and that the services
provided are the highest quality
- Present information in a manner that is
easy for users to understand and use.
- Provide background information about
the sources of the information provided
and the review process used to assist
the user in making a decision about the
Informed Consent - Inform users if personal information is
collected and allow them to choose
whether the information can be used or
shared.

Privacy - Take steps to ensure that the user‘s

right to privacy is protected.

Professionalism in Online Health - Abide by the ethical code of your

Care profession (e.g., nursing,medicine).
- Provide users with information about
who you are, what your credentials
are, what you can do online, and which
limitations may apply to the online
interaction.

Responsible Partnering - Take steps to ensure that sponsors,

partners, and others who work with
you are trustworthy.

Accountability - Implement a procedure for collecting,

reviewing, and responding to user
feedback.
- Develop and share procedures for self-
 TECHNOLOGY FOR
PROFESSIONAL
DEVELOPMENT IN NURSING
From worksite to higher education, technology is making
professional education more accessible and more meaningful for
nurses. As a result it is no longer necessary for nurses to quit
working or to relocate to earn a higher degree.
Technology has contributed to the growth of distance education
programs at all levels in nursing. Likewise technology is making it
possible for nurses in the workplace to engage in variety of
continuing education activities designed to keep their practice
current, t provide career mobility, and to enhance professional
development.
WORKFORCE TRAINING/STAFF DEVELOPMENT

Technology has had such an impact on workforce

training that it has given birth to a new industry and
a new set of buzzwords that define a contemporary
approach to staff education. Professional
development and training organizations have
capitalized on the power of computer technology to
provide businesses with learning solutions referred
to as E-LEARNING, an abbreviation for electronic
learning.
Although no consensus has been reached on a precise definition of
e-learning, there is some agreement that it involves the use of
technology-based tools and processes to provide for customized
learning anytime or anywhere.
Although the term e-learning can be applied to any learning that is
delivered via technology, it is most commonly used to describe
professional development and training programs. Higher
education typically uses the term distance learning to describe
academic programs delivered via computers.
The emphasis on e-learning in industry is on
outcomes, with the goal of providing an individual
with the information or practice opportunities
required to perform a task or solve a problem at the
point of need.
E- learning in nursing has the potential to deliver
training programs that are efficient and cost
effective, promote positive patient outcomes, and
lead to nursing staff satisfaction.
 WHAT IS E-LEARNING APPROACH TO WORKFORCE
TRAINING IN NURSING?
First and foremost, it provides learning opportunities at
the point of need. In healthcare professionals such as
nursing, this statement means that training is available
24 hours a day, 7 days a week. Because the point of
need in health care is often related to patient care, e-
learning must be structured in a way that it can be
delivered to nurses on a clinical unit. In this era of
nursing shortages and increasing complexity of care,
such training must be provided in a way that fits into the
busy schedules of nurses.
Finally e-learning in health care must be
distributed so that it can be made available to
nursing staff across any number of
environments and situations.
Multiple approaches to e-learning in health care are
possible. Examples of some features of e-learning
products that have proved attractive to healthcare
organizations are as follows:
▪ E-learning training modules can be delivered via World
Wide Web. Web based products are attractive because
they are easily accessed in a variety of environments
and situations. A computer workstation can easily fit
into a clinical unit, and laptops can be carried into the
field.
▪ E-learning can be delivered in small modules that
can be completed in as little as 15 minutes. Many
nurses are unable to leave their work area for long
periods of time. However, most can find 15 to 30
minutes in any given day to engage in continuing
education, particularly if they do not have to leave
the unit. Time permitting, staff can complete several
modules in one sitting.
▪ E- learning programs can be customized at a variety of
levels: the organization, the staff position, and the
individual. Customization personalizes the program and
helps to make it relevant to the individual and to the
organization. For example, e- learning programs can
accommodate a learner‘s need to move quickly or
slowly through a program and can be repeated as
many times as necessary.
▪ E-learning programs can track completion and create a
performance report for individual staff members.
▪ E-learning modules are interactive and reality
based. For example, a patient stimulation that
allows the participant to manage the care of a
virtual patient can be created.
Nurses have many potential roles in the development
and implementation of an e-learning program within
an institution. As content experts, they may be
hired by e-learning companies to create products
designed to meet the needs of practicing nurses.
 DISTANCE EDUCATION

Distance education programs in nursing are associate,

baccalaureate, master‘s , and doctoral levels from a wide
range of for-profit and not for-profit institutions of higher
education. These distance education programs are by
online institutions as well as traditional brick and mortar
colleges and universities.
The term distance learning means different things to different
people. Online courses, correspondence courses,
independent study, and videoconferencing are just a few of
the techniques that can be used to deliver educational
programs to students studying at a distance.
A variety of strategies are being used to provide courses
to students who are not in the same location as the
teacher. However, online courses are growing at such
a rapid pace that the internet becoming the primary
vehicle for delivering distance education.
Nursing education has followed a similar pattern, with a
wide array of distance options being offered to
students. Once considered non traditional, distance
education today is commonplace in the nursing
education community.
Research has shown that distance education
provides much more than a flexible approach to
learning. Comparisons of students from distance
education courses and from traditional classrooms
have repeatedly shown that distance education can
be very effective mode for delivering education.
In discussions of best practice for online teaching,
authors have consistently noted that the online
environment is simply a tool to facilitate teaching and
learning. The technology itself is not what promotes
positive student outcomes; rather it is the
instructional design and techniques within the online
classroom that provide for an enriching learning
experience.
Several education and professional organizations have developed
guidelines and standards for distance education to assist faculty and to
ensure program quality, including the American Council on Education,
the National Education Association, the Commission on Higher
Education of the Middle States Association of Colleges and Nursing, the
National Council of State Boards of Nursing (NCSBN), and the Western
Interstate Commission on Higher Education. Particularly, the Western
Interstate Commission on Higher Education‘s Principles of Good
Practice for Electronically Offered Academic Degree and Certificate
Programs has been used as a guide for the creation and provision of
high-quality higher education online programs since 1995
These principles fall under seven main areas:
1. A high-quality curriculum and instruction
2. An online program consistent with the institution‘s
role and mission
3. Faculty support
4. Resources of learning
5. Students and students services
6. Commitment to support faculty and students
7. Evaluation and assessment of students and the
program as a whole
Online educators and students share responsibility for successful
learning. Faculty members work to generate innovation in ideas,
introspection by students, integration of concepts, building of
information, and social interaction among students and instructors
to promote a high-quality learning experience. Students who are
satisfied with their online learning engage in discussion with
classmates and instructors, believe their education matches their
expectations, are satisfied with student services and supports,
feel adequately oriented to their online learning program, and
strive for learning outcomes that are useful for their career and
professional and academic development.
Online courses not only provide learning activities
and resources but also facilitate teacher-teacher
and learner-learner interactions. Internet based
courses might work very well in areas such as
parenting and diabetes education where there is an
extended program of instruction and the need for
group support.
THE IMPACT OF TECHNOLOGY ON THE
TEACHER AND THE LEARNER
New emerging technologies have had a significant
influence on educators and learners in many ways.
Most important, access to information bridges the
gap between teacher and learner. When
information is widely available, it is no longer
necessary for the teacher to ‗‘find filter and deliver‘‘.
Therefore, the teacher is no longer the person who
holds all the answers or who is solely responsible
for imparting knowledge.
Health care education can and should follow a similar path.
Nurses must structure their approach to healthcare education
to be consistent with the needs of today‘s patients. The first
step is to reconceptualize the role of the nurse educator as
someone who does more than impart knowledge.
The nurse must be prepared to be a facilitator of learning by
helping individuals to access, evaluate, and use the wide range
of information that is available. He or she must be also willing
to encourage and support patients in their attempts to seek the
knowledge they require.
Technology and the increased accessibility to information
it offers have empowered and enlightened these
consumers, encouraging them to form new
partnerships with their healthcare providers
Access to health information online has been shown to
encourage consumers to engage in greater dialogue
with their healthcare providers as they seek clarification
and greater understanding of their health, illness,
diagnosis, and treatment.
Even those patients who are reluctant to assume
more responsibility for managing their own health
care are moving in that direction as changes in the
health delivery system have forced them to assume
more active roles. As a result, healthcare
consumers are eager to learn about and make use
of many information resources available to them.
Given this trend nurses can no longer assume that the patients they see in
hospital or clinic will have little information other than what educators
have given them or that they will not have explored the treatment
options available to them. Furthermore, nurses cannot assume that
patients will unquestioningly accept what is told to them.
In this dynamic environment, it is not surprising that the teaching needs of
today‘s healthcare consumers and the expectations they hold for those
who will be teaching them are changing. Nurses must now be prepared
not only to use technology in education but also to help patients access
information, evaluate the information they find, and engage in
discussions about the information that is available.
Technology has given rise to a dramatic increase in educational opportunities for
nurses and other healthcare providers. Nurses seeking advanced degrees and
credentials or continuing education credits can now study at colleges and
universities offering distance education programs in a wide range of subject
areas.
Computers have made it possible to provide anytime, anywhere access to job
training and continuing education. Virtual reality and computer simulation can
open opportunities to learn hands-on skills and develop competencies in areas
such as diagnostic reasoning and problem solving. Like consumers, health
professionals in the Information Age can use the internet and the World Wide
Web as vehicles for sharing resources and for gaining access to the most
current information in their fields of practice.
Strategies for Using Technology
in Healthcare Education

By Guihama
The World Wide Web

The technology-based educational resource that is familiar to most

people is the World Wide Web. In simple terms, the World Wide Web
is a virtual space for information.

These webpages cover a wide range of topics and display a

variety of formats, including text, audio, graphic, and video. Thousand
of webpages focus on health information,products, and services.
Healthcare consumers can find websites ranging from those that
present videos of surgical procedures to those where they can ask
questions as well as receive information.
 World wide web by way of a web browser, a special software
program that locates and displays webpages. Firefox, Safari, Google
Chrome, and Microsoft Internet Explorer are examples of web
browsers.

World wide web and the Internet are related but different.

The Internet is a huge global network of computers established to

allow the transfer of information from one computer to another.

World Wide Web was created to display information, the internet

was created to exchange information.

Healthcare consumers need to go no farther than their

computers if they wish to learn how to use the Internet or the World
Wide Web.
 Both computer and information literacy are essentials skills addressed in
nursing education programs. Knowledge of the World Wide Web is critical for
nurses who work with and educate healthcare consumers. This is true for the
following reasons:

- Nurses can expect to see patients enter the healthcare arena, having
already searched the Web for information.
- The World Wide Web is a tremendous resource for both consumer and
professional education. To use the web effectively, nurses must possess
information literacy skills and be prepared to teach these same skills to
patients, staff, and student including how to access the information on the
Web and how to evaluate the information found.
- The World Wide Web provides powerful mechanism for nurses to offer
healthcare education to a global audience.
The World Wide Web

The World Wide web is a vital tool for nurses. It is a

mechanism for keeping up to date on professional and
practice issues as well as a resource to be shared with
clients. If it is to be used effectively, however, a plan to
incorporate the World Wide Web into practice must be set in
place.
 Healthcare Consumer Education In a Technology-Based
World

Given the growth of personal computing and smart technology, a

preteaching assessment of a patient must include questions about computer
use.

It is important for the nurse to determine whether the patient has

accessed web-based information prior to teaching session and whether the
patient will able to take advantage of online resources after the session has
concluded.

Computer access is not universal, it is important to determine whether a patient

has a home computer, smartphone, or other mobile devices; has access to the
Internet; is knowledgeable about using a computer; and has interest in using a
computer to obtain information and resources regarding his or her healthcare.
 If a patient doesn‘t have a computer or mobile device but has interest in
using one to access resources on the web, places where he/she may gain
access should be discussed. Libraries, senior centers, and community centers
commonly have computers with internet access for public use and typically offer
instruction and assistance for new users.

Patients who use computers should be asked about their use of the Web.
Pew Research Center studies continue to find web users in the United States
found information on the web that did one of the following:

1. Influenced their decisions about how to treat an illness.

2. Led them to ask questions.
3. Led them to seek a second medical opinion.
4. Affected their decision about whether to seek assistance of a healthcare
provider.
 The web also contains information that may be biased, inaccurate, or
misleading.(Rehman, 2012; Wikes, 2015)

Social media sites with reports of misdiagnoses, complications, and

medical errors can be frightening, Because the Web has the potential to
change so quickly, It is difficult to regulate. Even webpages sponsored by
physicians, nurses, and university medical centers may contain errors or
information that misleading or difficult to decipher. Patients may find that the
Web has provided too much information; information they are not ready to
handle because it is too graphic, too frank, or too discouraging; or information
they do not fully understand.

For example, a patient newly diagnosed with serious illness may be

overwhelmed with the detailed information found on the web regarding the
course of the disease, prognosis, and treatment.
 It is advantageous to conduct a teaching session in a place where
there is computer access. Having a computer available during a teaching
session can accomplish several goals. First, it will provide the nurse
educator with the opportunity to review Web-based information with the
client. Not only can the nurse introduce websites that are relevant to the
client‘s needs, but he or she can also review some of the sites the client
has been using.

Nurse educators can then begin to determine the type and amount of
information to which the client has been exposed, assess the client‘s
knowledge, and identify areas in which the client may have need for
further teaching. Nurse educators may also find information that needs
further discussion.
 A second important advantage of reviewing websites with a client
is that this activity provides a chance to teach clients information literacy
skills. There are many definitions of information literacy. Most agree that
individuals who are information literate have the following four
competencies:

1. The ability to identify the information they need

2. The skills to access the information they need
3. Knowledge of how to evaluate the information they find
4. The ability to use the information they deem valid
 Essentially, if clients are to make effective use of the vast array of
information on the Web, they must be able to identify the questions
they need answered, find the information they are looking for, judge
whether the information they find is trustworthy, and decide how they
will use the information to meet their needs.

Although healthcare consumers may not have the background

knowledge to evaluate information to the same extent as a healthcare
professional, they can be taught some simple steps to develop their
information literacy skills and to help them begin to identify which
websites are useful and which are problematic.
 These steps include the following:

1. Reduce a problem or topic to a searchable command that can be used

with a search engine or search directory.
2. Categorize webpages according to their purpose.
3. Identify sources of potential bias that may influence the content or the
manner in which the content is presented.
4. Make a judgment as to the likelihood that the information found on the
webpage is accurate and reliable.
5. Make a decision as to the completeness or comprehensiveness of the
information presented.
6. Determine the currency of the information on a webpage.
7. Identify resources to answer questions or verify assumptions made about
the content of a webpage.
 Additionally, information literacy skills should include those
behaviors one would expect of a responsible consumer.

Consumers must know what steps are necessary to protect

themselves from others who might use the questions or information they
post about their health care in undesirable way.

In years past, healthcare consumers were not encouraged to

research health topics or to research options but rather to rely on their
healthcare providers for all their health-related information.
 More and more nurses are empowering their clients by teaching and
encouraging them to take advantage of the resources at their disposal. To do so,
nurses are using a variety of means to encourage their patients to use the Web
and expose them to web-based resources.

For many reasons it is good practice to teach people where to go on the Web
to find information. Web-based information can be obtained quickly, the cost of
Internet access in the home is minimal, and Web access is free in libraries and
other community service organizations. Many healthcare consumers would benefit
from having their questions answered quickly and inexpensively.

In the role of educator, the nurse can teach patients who access the Web to
use this resource more effectively and can be proactive in encouraging others to
give it a try. It may be helpful to compile lists of websites appropriate to the needs
of different patient populations.
 “Criteria for Evaluating Health-Related Websites”
Accuracy Design
● Are supportive data provided?
● Are the supportive data current ● Is the website easy to navigate?
and from reputable sources? ● Is the site Bobby approved?
● Is there evidence that care was
● Can you find the same
taken in creating the site? Do the
information on other websites?
links work? Are there typographical
● Is the information provided
errors?
comprehensive?
● Is the information presented in a
● Is more than one point of view
manner that is appropriate for the
presented? intended audience?
● Do the graphics serve a purpose
other than decoration?

Authors/Sponsors
● Are the sponsors/authors of the site
clearly identified?
● Do the authors provide their
credentials?
● Do the authors/sponsors provide a
way to contact them or give
feedback?
● Do the authors/sponsors clearly
identify the purpose of the site?
● Is there reason for the
sponsors/authors to be biased about
the topic?
Currency
● Is there a recent creation or
modification date identified?
● Is there evidence of currency (e.g.,
updated bibliography reference to
current events)?
Authority
● Are the sponsors/authors credible
(e.g., is it a government, educational
institution, or healthcare organization
site versus a personal page)?
● Are the author‘s credentials
appropriate to the purpose of the
site?
Professional Education and the World Wide Web

The World Wide Web provides unlimited resources for nurses to

use in practice and in professional education and development.

Many of the information sites on the World Wide Web provide

both consumer and professional education. Some websites include links
on the homepage directing users to either consumer or healthcare
professional resources.

It is impossible to list all educational opportunities for

professionals found in the World Wide Web. The Web is constantly
changing, with new sites being added and others being removed.
Social Media
Also known as social networking, has made available a wide array of
communication formats for people with similar interests to come together to
exchange ideas and share information.

These forums are collectively referred to as social media, which is

defined as ―Internet sites and applications that allow users to create, share,
edit and interact with online content‖

Owing to their quick communications and engaging formats, social

media sites such as Facebook and LinkedIn have experience dramatic
growth in their use and popularity in recent years.
 Social media has proven to be a powerful force to educate and
empower people, to quickly send messages to a worldwide audience, to
gather information about public perceptions of health issues and in some
cases, to collaborate with other users in real time.

Social media in combination with the growth of mobile technology has

changed the way people seek and find health-related information

Social media provides an effective set of tools that can be used by

the nurse to educate healthcare consumers, nursing staff and nursing
students.

Social media also provides a means of networking and professional

development among nurses and other healthcare professionals.
Blogs

Blogs are increasingly popular mechanism for individuals to

share information and experiences related to a given topic.

Although sometimes referred to as web diaries, blogs are

much more than that; for example, they may include images, media
objects, and links that allow for public responses.
Wikis

Another form of online communication is a wiki. The term

WIKI, which means quick in Hawaiian, is a website that allows multiple
users to come together to collaboratively write and edit the content
and structure of a collection of webpages.

Wikis are asynchronous, which means that they allow the

users to work in concert with one another but not necessarily
simultaneously.
Other Forms of Social Media

Facebook, Twitter, and Youtube are other social media

tool that can be employed by nurses for educational
purposes.

With these media, users create their own profile pages

where information, pictures and other forms of media such as
blogs for comments can be posted. The unlimited storage
capacity on the site is a major advantage for the users.
Webcasts and Webinars

Webcasts, or live broadcast over the internet, permit audio and/or

video to be transmitted to participants in multiple locations.

They provide a unique mechanism for delivering presentations to

users around the globe. Although webcasts allow on limited
interaction, they are growing in popularity as a training device for
sharing lectures and demonstrations.

Podcasts are only audio-only webcasts, and vodcasts are video-based

webcasts.
 Webinars or web conferencing are similar to a webcast in
that they are internet-based programs; however, webinars do allow
greater interaction.

Webinars often have two components: a computer-based

display, such as powerpoint presentation or whiteboard, and a live
discussion.

Webinars can be an effective strategy for teaching or meeting

with other groups of people at a distance. However without proper
planning and implementation, they can be frustrating for the
individual conducting the session as well as for participants.
 The following guidelines can be used to ensure a smooth delivery
of content and good audience participation.

● Allow adequate time to publicize the event.

● Develop a lesson plan or meeting agenda in advance, mapping out both topics to be
covered and the time to be spent on each topic.
● If slides or media are to be used as part of the program, upload them prior to the
webinar and do a test run,making sure they can be displayed and convey the
appropriate message.
● Make sure adequate staffing is available for the webinar.
● Send instructions and any necessary materials to participants several days in
advance.
● Start early.
● Reduce background noise, including muting all phone lines.
● As with every meeting, keep the conversation moving and the agenda on track.
● Follow up with the participants after the session.
Issues Related to the use of
Technology

By Guihama
Issues related to the use of Technology

Issues related to the information technology itself can create

challenges. These factors include considerations about the accuracy of
online content and the accessibility of electronic resources.

As educators, nurses must be aware of the special issues involved in

the n use of computer and internet technology in healthcare education
and be prepared to make accommodations as needed.

Digital divide, referring to to the gap between those individuals who

have access to information technology resources and those who do not.
Although computer and Internet access is improving in most areas, gaps
remain.
 There are four reasons why adults 18 years and older
do not use the Internet or e-mail are the following:

1. The internet is not relevant to them.

2. The internet is not easy to use.
3. It is too expensive to own a computer or pay for internet
connection.
4. They physically lack access to internet.
 Because of digital divide, some healthcare consumers do not have the
resources necessary to gain entry to computer and internet-based health
education programs.

Although technology can increase access to healthcare education for

some people, nurse educators must be aware that some segments of the
population will be denied access if attempts are not made to promote digital
inclusion.

Health and healthcare education are both important to older adults, and
computer and internet-based technology holds much promise for this
segment of the population.

Therefore , it is important that the nurse be prepared to support

computer-based learning among older clients.
 The following interventions may be helpful in encouraging older
adults to engage in computer based learning activities:

● Reinforce principles of ergonomics by making suggestions about

equipment and posture that will minimize physical problems related to
computer use.
● Identify resources that will provide computer access and support in
older adults home communities.
● Motivate older adults to use a computer by helping them to identify
how the computer can meet their needs.
● Create a supportive and non threatening environment to teach older
adults about using a computer for health education.
 Computers can open a whole new avenue of support and information
to older adults who are struggling with their own health problems and those of
their partners. Older adults who enjoy good health can find resources to help
them maintain their health and to become educated healthcare consumers.

People with disabilities make up another special population who may

require additional planning before using technologies in health and healthcare
education.

Individuals with visual impairments may have difficulty seeing text or

graphics on a computer screen or performing tasks on the computer that
require hand-eye coordination.
 Nurses who use the internet and the world wide web to teach also need
to consider website design when creating or selecting websites that might be
used by disabled learners.

Age, disabilities, and other factors that place an individual on the ―wrong
side‖ of the digital divide can isolate and diminish access to healthcare
resources.

Therefore, every effort should be made to help these individuals

connect to the wealth of resources that are and can be made available
through technology.

The nurse can play a vital role in providing the support, education,
and advocacy needed to reduce the barriers that still exist for these special
groups of people.
THANK YOU!