classroom, laboratory,clinical and or
ward setting
LGCI
COLLEGE OF
NURSING
NCM102
HEALTH EDUCATION
LECTURE #1
MR. MJ SALAVARIA
EDUCATION PROCESS
-is a systemic, sequential, logical and
scientifically based, planned course of
action consisting of teaching and
learning.
-it is a cycle that involves a teacher and
learner
-a teaching learning process occurs
before the lesson begin and continues
after last lesson ends.
PROCESS
1. ASSESSMENT
- It is a process which provides the nurse
educator with information regarding the
learners knowledge and skills needed to
efficiently and effectively transfer
knowledge and skills to the learners
-it also refers to the gathering of data
about learner or group of learners,
demographic data, skills and abilities
needed in identifying the most
appropriate teaching strategy.
2. PLANNING
-it is a carefully organized written
presentation of what the learner needs to
learn and how the nurse educator is
going to initiate the teaching process
- it includes culturally relevant skills for
the learner, the goals of learning, type of
teaching-learning setting such as:
-it indicates teaching timeline and
specific sets of learning activities.
3. IMPLEMENTATION AND
APPLICATION OF THE TEACHING
PLAN
- the point where the theoretical and
practical aspects of teaching learning
process meet as the teacher applies the
plan
-this includes procedure or techniques
and strategies that the teacher will use to
best implement the plan.
4. EVALUATION
-the measurement of the teaching-
learning performance of both the teacher
and the learner
-it is constructive and objective with the
purpose of creating effective change in
the behavior of both the teacher and the
learner in terms of input, process and
output.
CHARACTERISTIC OF TEACHING
PROCESS
(DUGIS)
1. DYNAMIC
-provides active interaction and
integration among activities. Current
activity is necessary to influence future
activities.
2. UNIVERSALLY APPLICABLE
-allows nurses to practice nursing with
well or sick people, young or old,
regardless of race, creed or religion and
in any practice setting.
3. GOAL DIRECTED
-a means for nurses and clients to work
together in order to identify specific
goals related to wellness promotion,
disease and illness prevention, health
restoration and coping with altered
functioning.
4. INTERPERSONAL
-ensures that the nurse are client
centered rather than task centered. It
encourages nurses to work and help
clients use their strength to meet their
own need.
5. SYSTEMATIC
-ordered sequence of precise and
accurate activities. Preceding activities
influence activities following them
Principles of Health Education
Principle of definite aim
In order to be successful, the health
educator should have a well-defined
objective. The healtheducation program
will be effective if educators exactly
know what they want to accomplish-
plantheir health education program. The
program should also target specific
audiences- audiencesegmentation and
message tailoring should be made.
Principle of credibility
Good health education is based on facts-
it must be consistent and compatible
with the scientificknowledge and also
with the local culture and educational
system.
Principle of interest
It is known that people are unlikely to
listen to things that are not of their
interest or concern.Therefore, health
educators must find out the real health
needs of people.
Principle of participation
Participation is a key principle in health
education program, and it is based on
the principle ofactive learning. A high
degree of participation tends to create a
sense of involvement,
personalacceptance, and decision
making
Principle of motivation
In every person, there is a fundamental
desire to learn. Awakening this desire,
hence, is calledmotivating. Motivation is
said to be contagious; one motivated
person can spread motivationthrough out
a group, if not through out a given
community.
Principle of comprehension
Health educators should know the level
of understanding, educational status, and
literally of
the people to whom the teaching is direc
ted so that they can easily tailor their me
ssage to theiraudiences.
Principle of Re-enforcement
Because only few people can learn all
things that are new in a single exposure,
reputation of thehealth education
program is necessary. If a program is not
re-enforced, the understanding of
people possibly returns to its pre-
awareness stage.
Principle of learning by doing
Learning will be best when supported by
practical sessions such as
demonstrations and fieldattachments in
stead of mere explanation of facts.
Principle of known to unknown
This refers to importance of starting the
health education session from what
people know (simple)
Proceeding to what people don’t know
(complex) to ensure their participation
and confidence.
Principle of role model (setting
examples)
Health education should be supported by
actual situations and practical examples,
and healtheducators, themselves, should
be model to what they educate.
Principle of good human relations
Good relationship (rapport) with
audience should be established by
sharing information, ideas, andfeelings
transparently so that there could be a
process of establishing and maintaining
trust. Thiscan further be done by
introducing the aim of the education,
name, status and role of the educator.
Principle of leadership
Psychologists established that people
learn best from individuals whom they
respect andappreciate, and hence it is
good to penetrate through leaders (gate
keepers) to the community inhealth
education intervention.
Principle of feed back
For effective communication process,
response of the audience is very
important element so thatthe health
educator can confirm that the learning
objective is already achieved or not.
Principle of successive Experience
People tend to adopt those practices that
give them satisfaction and reject that end
with unhappyexperiences and hence it is
necessary to provide satisfying
experience in order to establish a
new practice.
Principle of group support
Any new idea or practice will be feared
at first; it is only when many
people support the new ideathat the
individual members come out for
adoption.
Principles of Health Education in
relation on Health care Behaviors
(clinical set ups)
Principle of educational diagnosis
The first task in changing behavior is to
determine its cause(s), and this is
referred as the diagnostic principle of
changing behavior- predispose enabling
and re-enforcing factors.
The hierarchical principle
This principle states that there is a
natural precedence in the sequence of
factors
influencing behavior. The first order of c
oncern is to ensure that predisposing fact
ors have been addressed before enabling
factors and enabling factors before
reinforcing factors.
Principle of cumulative learning
This principle is related to hierarchal
principle, and to affect behavior of
professionals or patients,a series of
learning experiences must be planned in
a sequence that takes into account the
priorlearning experience, and concurrent
incidental experiences to which the
learners are exposed.;
Learning doesn’t occur in a vacuu
m!!!
The principle of participation
No principle of
behavioral change has greater
generalizbility than the principle of
participation.This principle refers to
involving a patient in the health
education program or sessions at
clinicalsettings.
Principle of multiple methods
This principle follows the diagnostic
principle, for each of the multiple
predisposing, enabling,and re-enforcing
factors identified, different method or
component of comprehensive
behavioralchange program must be
provided.
The principle of individualization
The tailoring of message or
individualization of learning essentially
applies the principle ofcumulative
learning, participation and specificity
tailoring refers to the adaptation of
learning,experiences to each individual-
because each individual has his/her own
unique peculiarfeature/perception-It
should be noticed that learning is
individual.
Principle of feedback
This principle is critical, and it ensures
that the individual whose behavior is
expected to bechanged obtains direct
and immediate feed back on the progress
and effects of his/her behavior.