Scribd
Upload
616 views16 pages

The Health Education Process Week 1

The document outlines the key aspects of assessing learners for a health education process. It discusses identifying learners and assessing their needs, readiness, and learning styles. Specifically, it describes the educator's role in learning, the three determinants of learning - needs, readiness, and style. It also discusses methods to assess needs, the four factors of readiness, seven learning styles, and how learners can differ based on age groups and individual characteristics. The overall goal is to properly identify and understand the learner to effectively conduct health education.

Uploaded by

RONALD SARA
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
616 views16 pages

The Health Education Process Week 1

The document outlines the key aspects of assessing learners for a health education process. It discusses identifying learners and assessing their needs, readiness, and learning styles. Specifically, it describes the educator's role in learning, the three determinants of learning - needs, readiness, and style. It also discusses methods to assess needs, the four factors of readiness, seven learning styles, and how learners can differ based on age groups and individual characteristics. The overall goal is to properly identify and understand the learner to effectively conduct health education.

Uploaded by

RONALD SARA
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 16

THE HEALTH

EDUCATION PROCESS
Week 1, Lesson 1
Identifying the Learner
Learning Outcomes
At the end of the session the students will be able to:
■ Identify the Role of educator in Learning
■ Identify the three components of the determinants of learning.
■ Describe the steps involved in the assessment of learning needs.
■ Explain methods that can be used to assess learner needs
■ Steps in Assessing Readiness to Learn
■ Discuss the four factors of readiness to learn
■ Discuss ways to assess learning styles.
■ Identifying the clientele based on the different age groups.
Pre-test (10mins)
■ 1-5 Give 5 roles of an educator
■ 6-9 what are the four factors of readiness to
learn
■ 10 give one way to assess a persons learning
style
The Educator’s role in
Learning
■ Assessing problems or deficits
■ Providing important information and presenting it in unique
and appropriate ways
■ Identifying progress being made
■ Giving feedback and follow-up
■ Reinforcing learning in the acquisition of new knowledge,
skills, and attitudes
■ Evaluating learners’ abilities
Assessment of a Learner

Assessment of the learner includes attending to the three


determinants of learning (Haggard, 1989):
■ 1. Learning needs—what the learner needs and wants to
learn
■ 2. Readiness to learn—when the learner is receptive to
learning
■ 3. Learning style—how the learner best learns
Steps in Assessing Learning Needs
The following are important steps in the assessment of learning needs:
■ 1. Identify the learner.
■ 2. Choose the right setting.
■ 3. Collect data about the learner
■ 4. Collect data from the learner.
■ 5. Involve members of the healthcare team
■ 6. Prioritize needs
■ 7. Determine availability of educational resources.
■ 8. Take time-management issues into account.
Methods in Assessing Learning
Needs
■ Informal Conversations
■ Structured Interviews
■ Focus Group
■ Self-Administered Questionnaires
■ Tests
■ Observations
■ Documentations
When assessing readiness to learn,
the health educator must:
■ determine what needs to be taught
■ find out exactly when the learner is ready to learn
■ discover what the patient wants to learn
■ identify what is required of the learner:
a. what needs to be learned
b. what the learning objectives should be
c. find out in which domain of learning and at what level the lesson
will be taught
When assessing readiness to learn, the
health educator must: Cont.
■ determine if the timing (the point at which the nurse will
conduct teaching) is right or proper
■ find out if the rapport or interpersonal relationship with the
learner has been established (Hussey & Hirsch,1983)
■ determine if the learner is showing signs of motivation
■ aassess if the plan for teaching matches the development
level of the learner
Four Factors of Readiness to
Learn
■ Physical
■ Emotional
■ Experiential
■ Knowledge
Six learning style principles
1- Identify style that nurse & client prefer
2- Nurse need not to use her preferred style exclusively
3- Assist patients to identify their own style preference
4- Client will have opportunities to learn through their
preferred
style of learning
5- Encourage client to diversity styles of learning
6- Become aware of various methods and materials available
The Seven Learning Styles
■ Visual (spatial):You prefer using pictures, images, and spatial
understanding.
■ Aural (auditory-musical): You prefer using sound and music.
■ Verbal (linguistic): You prefer using words, both in speech and writing.
■ Physical (kinesthetic): You prefer using your body, hands and sense of
touch.
■ Logical (mathematical): You prefer using logic, reasoning and systems.
■ Social (interpersonal): You prefer to learn in groups or with other people.
■ Solitary (intrapersonal): You prefer to work alone and use self-study.
three mechanisms to ascertain learning
style preference
■ Observation,
■ Interviews
■ Learning style instruments
■ Certain of characteristics of learning style are
biological in origin, whereas others are developed as
a result of sociological and environmental
influences.
General types of learning styles

■Right brain / left brain & whole- brain


thinking
■Dunn and Dunn learning style
■Interpretation of learning style
Types of Learners based on age
group
■ School Age. Concrete Operations Stage (7-12 Years)
■ Pubescent or Adolescent. Formal Operational thought (12-20 years)
■ Young adulthood (20-40 Years) Intellectual exchange and social
transmission. Career-centered
■ Middle Adulthood (40-60 years). Cooperative relations
■ Late Adulthood (60-80 Years). Absence of any constraining
influence
■ Senescence (80 years older)
Categories of learners according to
individual differences
■ Intelligence
■ Multiple Intelligences
■ Emotional Intelligence
■ Socioeconomic status
■ Culture
■ Gender Differences
■ At-risk Students

You might also like