- Expands knowledge thru reading, research,

HEALTH EDUCATION clinical practice, education

PERSPECTIVE IN TEACHING AND LEARNING - Gives accurate information, clinical
expertise, demonstrate skills
- Healthcare is delivered during time of great - Student’s trust is important, displays
transformation & consumerism confidence in professional abilities
- Clients and communities demands greater 2. INTERPERSONAL RELATIONSHIP WITH
control and input into healthcare decision STUDENTS
and how care should be provided - Personal interest w/ learners
- Positive impact is improving access to care, - Being sensitive to their feelings n problems
but need continuous integrated - Conveys respect for students
&equitable health syst. - Fair
- Nurse as educators have valuable strats for - Accessible for conferences
clients and community. They are most - Permits learner to express diff pov
trusted mem in healthcare - Conveys sense of warmth
EDUCATION IN HEALTH CARE TODAY - Students are free to ask
3. TEACHING PRACTICES
- PATIENT EDUCATION - Mechanics, methods, and skills in classroom
- NURSING STAFF/STUDENT EDU n clinical teaching
- EDUCATE CLIENTS, FAM MEM, - Thru knowledge of subject
COLLEAGUES, NURSING STUDENTS - Presents material in an interesting, clear,
TRENDS IN HEALTHCARE organized manner
4. PERSONAL CHARACTERISTICS
1. make client be prepared to assume - Desirable characteristics of teacher
responsibility for self-care management - Authenticity, enthusiasm, cheerfulness, self-
2. nurses are accountable for the delivery of control, patience, flexibility, sense of
safe, high quality care humor, good speaking voice, self
3. focus modern healthcare to help clients confidence, caring attitude
and other learn essential knowledge and 5. EVALUATION PRACTICES
skills for independent care - Communicate expectations
4. student n staff nurses acquire up to date - Provide timely feedback on student’s
knowledge n skills needed to competently progress
and confidentially render care to client in a - Correct students tactfully
variety setting - Fair in evaluation
effective teaching vs ineffective teaching - Gives test
6. AVAILABILITY TO STUDENTS
learners – become teachers themselves – good - Present n on time for class
role model - First come-last to leave
1996 – Jacobson delineated 6 MAJOR CATEGORIES In clinical – be available to students when needed,
OF EFFECTIVE TEACHING IN NURSING more so during stressful clinical situations
1. PROFESSIONAL COMPETENCE - Appropriate amount of supervision
- Thru knowledge of subject - Freely answer questions of students
- Polishes skills throughout career - Good resource person during clinical
learning experience
 - CI should not be in several places at once - Exert tight control over the class setting,
students are passive, focus more on
Back-up plan – assistance by staff nurse, another
teaching than in learning
instructor, head nurse
2. STUDENT CENTERED
Other characteristics of good teaching - Encourages students to actively participate,
flexible approach, utilizes several methods
- Start and end on time
- Class time being well used 7 PRINCIPLES OF GOOD PRACTICE IN
- Constantly asses student if they understand UNDERGRADUATE EDUCATION
the lesson and can follow teacher’s train of
1. Encourage student-faculty contact
thought
2. Encourage cooperation among students
- Uses example
3. Encourage active learning
- Use repetition and summarization
4. Give prompt feedback
- Periodically ask students if lesson is clear
5. Emphasize time on task
- Committed and creative
6. Communicate high expectations
Teacher’s style 7. Respect diverse talents and ways of learning

- Blending of form and content 10 REQUIREMENTS OF GOOD TEACHING

- An outgrowth personality and character of
1. GOOD TECAHING MUST HAVE PASSION
the teacher
- Convey that passion to everyone
- Makes teacher sensible, interesting, and
- Motivate students to learn in a manner that
worth listening to
is relevant, meaningful, and memorable
- Style is blending of certain ways of talking,
2. GOOD TEACHING HAVE SUBSTANCE
moving, relating, and thinking. It’s
- It bridges the gap between theory and
important for teacher to be effective
practice
- Develop humorous style, jokes, cartoons,
- Emerge oneself in the field
funny stories not to entertain but to
3. LISTENING, QUESTIONING, BEING
stimulate learner’s interest and enthusiasm
RESPONSIVE, AND REMEMBERING THAT
for the subject
EACH STUDENT AND CLASS IS DIFF
- Pleasant speaking voice
- Pushes students to excel but atst being
- Animated gestures
human and respectful of others
- Skill at timing – knowing when to adapt
4. Being flexible, fluid, and having confidence
speed of delivery for a whole class, and
to react and adjust to changing
when to stop
circumstances
- Humor – often part of style. Telling funny
5. Good teaching is about style
stories of human situations, laughing w/
6. Good teaching is abt humor
students or laughing at oneself even in-
7. Devoting time, often invincible to every
front of the class
student
- Willingness to share one’s stories from own
8. Supported by strong leadership and
professional experiences to illustrate
tangible instructional support resources
certain point
9. Mentoring between junior and senior
2 BASIC CATEGORIES OF TEACHING STYLES faculty, teamwork, being recognized by
one’s peers
1. TEACHER CENTERED
10. Having fun, pleasure
LEARNER
ROLE OF EDUCATING OTHERS - Learner needs and wants to learn
2. READINESS TO LEARN
- Most essential intervention a nurse
- Learner is receptive to learning
performs
3. LEARNING STYLE
- Most important person in the education
- How learner best learns/prefers to learn
process
- Educators enhance learning when they LEARNING NEEDS
serve as facilitators, helping learners
1. Identify the learner
becaome aware of what needs to be
2. Choose the right setting
known, valuable, acquiring information,
3. Collect data abt the learner
gives support, encouragement and direction
4. Collect data from the learner
during the process of learning
5. Involve members of healthcare team
TYPES OF LEARNERS 6. Prioritize needs
7. Provide only need or want to know info
1. VISUAL LEARNER
8. Determine availability of education
- Learn by reading or seeing pictures
resources
- Understand and remember things by sight
- Can picture what u are learning in ur head READINESS TO LEARN
- Neat and clean
- Learner demonstrates interest in learning
- Close their eyes to visualize/remember
info necessary to maintain optimal health or
smth
become skillful in a job
- Easily distracted by sounds
- PEEK(PHYSICAL READINESS, EMOTIONAL
- Attracted to color
READINESS, EXPERIENTIAL READINESS,
2. AUDITORY LEARNERS
KNOWLEDGE READINESS)
- Hearing and listening
- Understand and remember things u’ve LEARNING STYLE
heard
- Where learner most effectively receive,
- Store information by the way it sounds
process, store, and recall what they are
- Easier time understand spoken instructions
attempting to learn
- Learn by reading out loud in order to know
- Observation, interviews, administration
it
learning style instrument
- Hum or talk to self if bored
- Roger Sperry-Right and Left Hemisphere
- People may think u’re not paying attention
even tho u heard n understand Left Hemisphere
3. TACTILE LEARNER
- Vocal and analytical side, for verbalization,
- Learn by touching and doing
reality based and logical thinking, algebra,
- Understand and remember things thru
organizational skills, time and schedules
physical movement
- “hand-on” Right Hemisphere
- Active and take frequent breaks
- Emotional, visual-spatial, non-verbal side,
- Speak with hands and gestures
w/ thinking processes that are intuitive,
- Difficulty in sitting still
subjective, relational, holistic, creativity,
- Often communicate by touching
geometry, body language
3 DETERMINANTS OF LEARNING:
1. LEARNING NEEDS
HEALTH EDUCATION: THE BASICS JOINT COMMSSION INTERNATIONAL
- Nurses as client educators is an essential - Standards for accreditation: client & staff
component in nursing care delivery educ
- Focus=care of the skin & promoting health - Required to achieve positive outcomes of
of the well public(patient, families, client care thru activities that is client-
colleagues/workplace, students) centered and family oriented
- Motivate their patients to change their - Interdisciplinary team approach
health impairing behavior focusing on - Consider literacy lvl, educ bg, lang. skills n
optimizing patients behavior so that health culture
status may improve
EDUCATION PROCESS
HISTORICAL PROGRESS OF H.E
- Framework for a participatory shared
FLORENCE NIGHTINGALE approach to teaching and learning
a. Systemic
- FOUNDER OF MODERN NURSING
b. Sequential
- ULTIMATE EDUCATOR
c. Logical
- Advocate of education responsibilities of
d. Science-based
public health nurses
e. Planned course of action
- Devoted her career to teaching health
- Teacher + learner = mutually desired
professional on the importance of proper
behavior changes
conditions in hospital
OUTCOME OF NURSING PROCESS
FIRST HEALER GAVE THE FIRST PATIENT ADVICE
- Knowledge, attitudes, and skills
INFLUENCED GROWTH OF PATIENT EDUC
TEACHING
- Emergence of nursing as a profession
surplus of physicians - Interventions that involve sharing info and
- Technological developments client- exp to meet learner outcomes (affective,
caregiver relationship cognitive, psychomotor)
- Spread of tuberculosis - Formal or informal obj = produce learning
- Increased interest of mothers on child care - Comprise conscious actions on part of
teacher in responding to indiv’s need to
AMERICAN HOSPITAL ASSOCIATION
learn
- Health educ as an integral component of - Doesn’t have to lengthy n complex
the client’s bill of right
CUE’S
- Health professionals’ obligation n legal
responsibility - Verbal request
- Question
NATIONAL HEALTH PROMOTION AND DISEASE
- Puzzled or confused look
PREVENTION OBJECTIVES
- Blank stare
- Educational and community based - Gesture of defeat or frustration
programs
PATIENT EDUCATION
- Focused on disease prevention and health
promotion - Set of planned educational activities using a
- Represented a logical response to the cost combination of methods (teaching,
containment efforts occurring in health care counseling & behavior modification)
 designed to improve patients knowledge - LITERACY AND DEVELOPMENTAL
and behaviors CONSIDERATIONS
- INTERVENTIONS
STAFF EDUCATION
- GOAL
- Process of influencing behavior of nurses by - ADHERENCE
producing changes in their knowledge
BASIC FUNDAMENTAL FORM OF H.E
attitudes and skills help them maintain and
improve competencies for delivery of high 1. INTENTIONAL H.E
quality care to consumer.
PURPOSE: change unfavorably health impairing
ASSURE MODEL behavior to a lifestyle that supports health
- Paradigm to assist nurses in organizing & - Ensure conscious change in knowledge,
carrying out educational process attitude, and behavior of a person
- Cannot be obliged to change the way they
TEACHING STRATEGY
handle their health
- Plan of action for instruction that 2. FACILITATING H.E
anticipates barriers & resources of learning - Knowledge transfer, provision of info
experience to achieve behavioral objectives
CONDITIONS:
CONTEMPORARY ROLE OF NURSE AS EDUCATOR
- Information is provided w/o obligation
- Must have solid foundation in principles of - “” current and objectively formulated
teaching & learning - “” expected need of client to be informed
- Learner centered approach - Offered in forms of folder, brochure, web
- An active partner in decision making apps
throughout learning process
DEVELOPMENTAL STAGES OF A LEARNER
Learner can’t be made to learn but an effective
- The more heterogenous the target
approach in educating others to create teachable
audience, the more complex the
moment rather than waiting for it to happen to
development of an educational program to
actively involve learners in process
meet diverse needs of population
HEALTH EDUCATION
Educators acknowledge the effects of growth and
- Systematic and methodical attempts to development on an individuals willingness and
change lifestyle and health behavior of ability to make use of instruction
people by motivating them to a healthier
FUNDAMENTAL DOMAINS OF DEVELOPMENT:
behavior
- Instrument of health promotion, tool in PHYSICAL , COGNITIVE, PSYCHOSOCIAL
health care
APPROPRIATE TIME TO TEACH LEARNER?
- HEALTH PROMOTION
Aimed to motivate people towards different - When learner is READY
healthier behavior and changing - Interpersonal relationship is established
unfavorable lifestyles - Prerequisite knowledge n skills have
- MOTIVATION mastered
- DISEASE PREVENTION - Motivation
- LIFESTYLE CHANGES
PEDAGOGY – art n sci of helping children to learn
Learning in this stage is SUBJECT CENTERED
ANDRAGOGY – art n sci of teaching adults
LEARNER CENTERED N LESS TEACHER CENTERED
GERAGOGY – learning for older adults

DEVELOPMENTAL STAGES OF CHILDHOOD

INFANCY (0-12 MONTHS) & TODDLERHOOD (1-2)
Psychological stage – trust vs mistrust
Toddler: autonomy vs shame and doubt
Focus of instruction: Parents
Focus of teaching: importance of stimulation,
nutrition, practice of safety measures to prevent
injury & illness, health promotion, typical
development
Problem: ANXIETY
SEPARATION ANXIETY
- children feel insecure in an unfamiliar
environment
- adversely affect readiness to learn
- increased due to restrictions
- compounded when subjected to med
interventions by strangers
Establish relationship with child and parents
- provide consistency to reduce child fear of
strangers
- presence of parents
Health teaching should take place In an
environment familiar to the child