NCM 102 HEALTH EDUCATION
Human Development – is the dynamic process of change
that occurs in the physical, psychological, social, spiritual &
emotional constitution
Types of changes:
1. Growth – is quantitative involving increase in the
size of the parts of the body.
2. Development – is qualitative involving gradual
changes in character.
Major Processes of Human Development
Learning -permanent change in behavior brought about
through experience.
- It is a complex process which involves changes
in mental processing.
Maturation – bodily changes which primarily a result of
heredity or the traits that a person inherits from his
parents.
Periods of Lifespan Development
1. Prenatal Development – time from conception to
birth.
❑ Hereditary –sum of total characteristics which are
biologically transmitted thru parents to offspring.
Two types of cells in the human body:
❖ Body or Somatic Cells
❖ Germ or Productive Cells
Infancy – from birth up to 18 or 24 months. Sensimotor
Development – Head turns to direction of touch, lifts chain
& head, holds head & erect, reaches for objects, sits with
support, stands with help, crawls, walks with support
Early Childhood – begins from the end of infancy to about
5-6 years.
Middle and Late Childhood – School age from 6 – 11 years.
Also called as “elementary school years”.
Adolescence – Marks the transition of childhood to
adulthood; approximately from 10-12 years and ending at
18-22 years.
Puberty – Development of sexual characteristics
Early Adulthood – Begins in late teens or early twenties
through the thirties.
Middle Adulthood – begins from 35-45 years old up to 65
years old
Late Adulthood or Senescence – begins from 65 to 80 years
and lasting until death.
Sigmund Freud – Father of Modern Psychology
Sigmund Freud -Believed that human beings pass through a
series of stages that are dominated by the development
5 Psychosexual Stages of Development
 Oral Stage (0-1 yr. Old)-Infant
 Anal Stage (1-3 yrs. Old) –Toddler
 Phallic Stage (3-6 yrs. Old) – Preschooler
 Latency Stage (age 6 to puberty)- school age
 Genital Stage (adolescence/ puberty onwards)
Crisis – A turning point, crucial period of increase
vulnerability and heightened potential.
Epigenetic Principle – personality continues to develop
throughout the entire life.
Major Stages of Social-Emotional Development
1. Infant: Trust vs. Mistrust
2. Toddler: Autonomy vs. Shame and doubt
3. Preschool: Initiative vs. Guilt
4. Schoolage: Industry vs. inferiority
5. Adolescence: Identity vs. Role confusion
6. Young adulthood: Intimacy vs. Isolation
7. Middle adulthood: Generativity vs. Stagnation
8. Old age: Ego Integrity vs. Despair
Universal Constructivist perspective
➢ All humans construct their understanding of
the world in predictable ways.
➢ Humans take an active role in their own
development by acting on the physical
environment.
1. Mental Structures – reflexes in infancy evolving
into schemata and more complex structure
2. Schema –through experiences with objects and
events
3. Schemata – are building blocks of cognitive
structures
4. Operations – allowing children to interact with the
environment using their minds and bodies.
5. Organization – humans have natural and innate
tendency to organize their relationship with the
environment.
Moral development Theory - “Lawrence Kohlberg”
Three Levels and Six Stages Complexity of task -difficulty level of the subject or the task
to be mastered
I. Pre-conventional Level
Environmental effects – refers to an environment that is
➢ Stages I – Punishment\ obedience orientation
conductive to learning,
➢ Stages II – Instrumental- relativist orientation
Health status- Is the patient in a state of good health or ill
II. Conventional Level health?

➢ Stages III – Good boy\ nice girl orientation
➢ Stages IV – Law and other Orientation
III. Post-conventional Level
➢ Stages V – Social contract orientation
➢ Stages VI – Universal ethical principle orientation.
LEARNING- permanent change in mental processing
- lifelong process that is constantly evolving
that takes place from the mother of
conception up to death
Haggard (1989)
❑ states that educators role in learning is primarily
to assess the learner in relation to:
Three factors that affect learning:
Gender- studies show that men are less inclined to seek
health consultation or intervention than women
E = Emotional Readiness
Anxiety Level -may or may not be a hindrance to learning
Support system- composed of the immediate family and
friends
Motivation – is strongly associated with emotional readiness or
willingness to learn
Risk-taking behavior- are activities that are undertaken without
much thought to what their negative consequences or effects
might be
Frame of mind – depends on what the priorities of the learner are
in terms of his needs which will determine his readiness to learn
Developmental stage – determines the peak time for readiness to
learn “teachable moment

E = Experiential Readiness
Learning needs
-refers to the previous learning experiences which may positively
Learning readiness
(if the experience is pleasant and appropriately reinforced or
Learning style negatively (if the learning experience has been unsatisfying,
humiliating or frustrating) affect willingness to learn
NEEDS- Are gaps in knowledge
Level of aspiration – depends on short or long term goal
1. Informal conversations or interviews which influence motivation to achieve
2. Structural interviews Past coping mechanisms – refers how the learner was able
to cope with or handle previous problems or situations and
3. Written pretests
how the effective were the strategies used.
4. Observation
Cultural background – is important to assess and know
3 Criteria for Prioritizing Learning Needs from the patient's own cultural perspective in order to
determine readiness to learn.
1. Mandatory – must immediate care for life threatening
or needed for survival Locus of control – refers motivation to learn

2. Desirable – must met to promote well-being and are not
life-dependent
3. Possible – “nice to know” learner needs which are not
directly related to daily activities.
Readiness to Learn - time when the patient is "willing to
learn" or is receptive to information.
Types of Readiness to Learn (PEEK)
P = Physical Readiness
2 types of locus of control
a. internal locus of control or intrinsic
b. external locus of control or extrinsic
Orientation – this refers to a person's point-of-view
• Parochial - close-minded thinking
• Cosmopolitan orientation - is a more worldly
perspective and more receptive to new or
innovative ideas

Measures of ability – adequate strength, flexibility and

endurance is needed to teach a patient.
K = Knowledge Readiness
Present knowledge base- also referred to as stock
knowledge
Cognitive ability- involves lower level of learning which
includes memorizing, recalling or recognizing concepts
Learning styles-used interchangeably with cognitive styles
Learning disabilities- low-level reading skills will need
special approaches
➢ Two of the most commonly used learning style
models that are frequently used in Nursing are
David Kolb's Cycle of Learning (1984) and
Anthony Gregor's Cognitive Styles model (1982).
Kolb's model, also known as the Cycle of Learning believes
that the learner is not a blank slate
Tabula rasa- theory that at birth the (human) mind is a
"blank slate" - by John Locke
KOLB'S THEORY OF EXPERIENTIAL LEARNING
- depicts a four-stage cycle or four modes of learning which
reflect two major dimensions
❑ Concrete experience (CE) abilities: Learning from
actual experience
❑ Reflective observation (RO) abilities: Learning by
observing others
❑ Abstract conceptualization (AC) abilities: Creating
theories to explain what is seen
❑ Active experimentation (AE) abilities: Using
theories to solve problems
Converger: learns by AC and AE
Diverger: stresses CE and RO
Accommodator relies heavily on CE and AE
Assimilator: emphasizes AC and RO
Gregor's Cognitive Styles Model
Perception Ability- way one receives or grasps incoming
information stimulus in a continuum ranging from
abstractness to concreteness.
Ordering ability- one way arranges and systematizes
incoming stimuli in continuum or scale ranging from
sequence to randomness.
4 Mediation Channels
Concrete sequential (CS) - learners like highly structured,
quiet learning environments
Concrete random (CR)-intuitive, trial-and-error method of
learning, looks for alternatives
Abstract sequential (AS)- holistic thinkers and need
consistency in learning environment
Abstract random (AR)- learn a lot from visual stimuli
Learning Theories- is a coherent framework and set of
integrated constructs
Major learning theories
1. Behaviorist
2. Cognitive
3. Social Learning
John B. Watson-is the proponent of behaviorist theory
which emphasizes the importance of observable behavior
- defined behavior as muscle movement
Respondent Conditioning
Classical or Pavlovian conditionin-a process which
influences the acquisition of new responses to environment
stimuli:
❖ NS ( neutral stimulus ) – is a stimulus that has no
particular value significance or meaning to the
learner
❖ UCR ( unconditional response ) – through
repeated pairings with an UCS
❖ there comes a time when the NS, even without
the UCS, elicits the same UCR
Systematic desensitization-another technique is widely
used in psychology
Stimulus generalization- is the tendency to apply to other
similar stimuli what was initially learned
Spontaneous recovery-is usually applied in relapse
prevention programs
Cognition-more than knowledge acquisition
-involves intelligence
-deals with perception, memory, thinking skills
Piaget’s four major periods of Cognitive or ID
Sensorimotor stage: (birth-2yrs)-determined basically on
actual perception of the senses and the external or physical
factors
Abstract thinking: represent reality using symbols that can
be manipulated mentally
Logical thinking- more systematic, uses scientific method
Assimilation and Accommodation: Characterized by
hypothesis testing

Metacognition – self-reflection wherein ideas and

imagination are tried out to be aware of existing realities
(internal dialogue)

Social Learning Theories – emphasizes the importance of

environmental or situational determinants of behavior and
their continuing interaction

Reciprocal Determination (Albert Bandura)

-environmental conditions shape behavior through

learning.

Four Operations

Attentional processes- determined what a person can do-

what he or she can attend to

Retentional processes: determined how experience is an

coded or retained in memory

Motor reproduction processes: determined what behavior

can be performed

Motivational and reinforcement: determined the

circumstances under which learning is translated into
performance

SOCIAL LEARNING THEORY DEAL WITH COGNITIVE

VARIABLES Walker Mischel (1993)

Competence- various skills

Encoding strategies- personal experiences that are retained

and categorized by the individual

Subjective values-person consider as a worth having or

accomplishing

Self-regulating system or plans- different standards-Rules

for regulating their behavior- Plans for reaching his or her
goals.

Pedagogy versus Andragogy

Pedagogy- teaching of children, or dependent personalities.

Andragogy- facilitation learning for adults, who are self-

directed learners.

Heutagogy - management of learning for self-managed

learners.