HEALTH EDUCATION (Determinants a.

Mandatory: Needs that must

in Learning/Educators Role in be learned for survival or
situations in which the
Learning)
learner’s life or safety is
1. Assessing problems and deficits threatened
2. Providing important information and b. Desirable: Needs that are
in appropriate ways not life dependent but that
3. Identifying the progress are related to well-being or
4. Giving feedback and follow-up the overall ability to provide
5. Reinforcing the learning quality care in situations
6. Evaluating learner’s abilities involving changes in
institutional procedure.
Three Determinants of Learning c. Possible: Needs for
1. Assessment of Learner needs information that are nice to
2. Assessment of Readiness to Learn know but not essential or
3. Assessment of Learning Styles required or situations in
which the learning need is
Assessing Learning Needs not directly related to daily
activities.
Learning Needs
7. Determine availability of educational
- Are gaps in knowledge that exist resources
between a desired level of 8. Assess demands of the organization
performance and the actual level of 9. Take time management issues into
performance (Healthcare Education account
Association, 1985)
Methods to Assess Learning Needs
(Patients)

Steps in the Assessment of Learning Needs 1. Informal conversation

2. Structured interviews
1. Identify the Learner 3. Focus groups
2. Choose the right setting 4. Self-administered questionnaires
3. Collect data about the learner 5. Tests
4. Collect data from the learner 6. Observations
5. Involve members of the healthcare 7. Patient charts
team
6. Prioritize needs (mandatory, Methods to Assess Learning Needs
desirable, possible) (Nursing Staff)

1. Written job description

 2. Formal and Informal requests c. Learning Disabilities
3. Quality assurance reports d. Learning Styles
4. Chart audits
Assessing Learning Styles
5. Rules and regulations
Learning Styles
Assessing Readiness to Learn
- Refers to the ways in which learners
Readiness to Learn
efficiently and effectively perceive,
- Is the time when the learner process, store, and recall what they
demonstrates an interest in learning learn.
the information necessary to - Visual
maintain optimal health or become o Graphs
skillful. o Flashcards
- Auditory
Four Types of Readiness to Learn (PEEK)
o Lecture
1. Physical Readiness o Music
a. Measures of ability - Physical
b. Complexity of Task o Hands-on
c. Environmental Effects o Movement
d. Health Status - Verbal
e. Gender o Writing
2. Emotional Readiness o Presenting
a. Anxiety Level - Logical
b. Support System o Patterns
c. Motivation o Statistics
d. Risk-taking behavior - Social
e. Frame of mind (here and o Collaboration
now vs the future) o Teams
f. Developmental stage - Solitary
3. Experiential Readiness o Independent
a. Level of Aspiration o Individual
b. Past coping Mechanisms
c. Cultural Background
d. Locus of Control
Six Learning Style Principles
e. Orientation
4. Knowledge Readiness 1. Identify the teaching style of
a. Present knowledge Base educators and learning style of
b. Cognitive ability learners
 2. Educators need not rely all the time Instruments to Measure Right-Brain/Left-
on same teaching methods Brain and Whole-Brain Thinking
3. Educators are most helpful when
- Brain Preference Indicator (BPI):
they assist learners in the
Consists of a set of questions used to
identification of learning style
determine hemispheric functioning.
4. Learners should have the
- Herrmann Brain Dominance
opportunity to learn through their
Instrument (HBDI): Incorporates
preferred style.
theories on growth and
5. Learners should be encouraged to
development and considers learning
diversify their style preference.
styles as learned patterns of
6. Educators can develop specific
behavior.
learning activities that reinforce
each modality or style.

Four Modes of Herrmann Brain Dominance

Instrument (HBDI)
Right-Brain/Left-Brain and Whole-Brain
Thinking - Quadrant A (Left brain, cerebral)
- Quadrant B (Left brain, limbic)
Left
- Quadrant C (Right brain, limbic)
- Analysis - Quadrant D (Right brain, cerebral)
- Logic
Field-Independent/Field Dependent
- Idea
perception
- Facts
- Math - Field Independent: person perceives
- Training items as separate or differentiated
from the surrounding field
Right
- Field-Dependent: person’s
- Creativity perception is influence by or
- Intuition immersed in the surrounding field
- Arts
Instruments to Measure
- Creation
Independence/Field Dependence
- Feeling
- Imagination Group Embedded Figures Test (GEFT)

- designed to determine a persons

ability to find complex….
Dunn and Dunn Learning Style - Bodily-Kinesthetic
- Naturalistic
- Stimuli
o Environmental Elements Vark Learning Styles
o Emotional Elements
- Visual
o Sociological Elements
- Aural
o Physiological Elements
- Read/Write
o Psychological Elements
- Kinesthetic

Jung and Myer-Briggs Typology

Styles of Learning
- Extraversion (E) – Introversion (I)
- Active
- Sensing (S) – Intuition (N)
- Reflective
- Thinking (T) – Feeling (F)
- Sensing
- Judgment (J) – Perception(P)
- Intuitive
Kolb’s Experiential Learning Model - Visual
- Verbal
- Concrete Experience (CE) “Feeling” - Sequential
- Reflective Observation (RO) - Global
“Watching”
- Abstract Conceptualization (AC)
“Thinking”
- Active Experimentation (AE) “Doing”

4Mat System

- Type One: Imaginative

- Type Two: Analytical
- Type Three: Common Sense
- Type Four: Dynamic

Gardner’s Eight Types of Intelligence

- Visual-Spatial
- Linguistic-Verbal
- Interpersonal
- Intrapersonal
- Logical-Mathematical
- Musical