Health Education Reviewer

MODULE #1

TEACHING– systems of actions that bring about learning.

Instruction – a component of teaching that involves the communicating of information about a
specific skill in the cognitive, psychomotor or affective domain
Education – an overall umbrella term used to describe the process, including the components of
teaching and instruction, of producing observable or measurable behavioral changes in the
learner through planned educational activities.
Education Process - is a systematic, sequential, logical, scientifically based, planned course of
action consisting of two major interdependent operations, teaching and learning.
Nursing Process - cyclical process of assessment, diagnosis, planning, intervention, and
evaluation to effectively render quality patient care.
Education Process Parallels Nursing Process
ASSESSMENT

 Nursing Process - Appraise physical and psychosocial needs.

 Education Process - Ascertain learning needs, readiness to learn, and learning styles.
PLANNING
 Nursing Process - Develop care plan based on mutual goal setting to meet individual
needs.
 Education Process - Develop teaching plan based on mutually predetermined behavioral
outcomes to meet individual needs.

IMPLEMENTATION

 Nursing Process- carry out nursing care interventions using standard procedures.
 Education Process - Perform the act of teaching using specific instructional methods and
tools.
EVALUATION
 Nursing Process - Determine physical and psychosocial outcomes.
 Education Process - Determine behavior changes (outcomes) in knowledge, attitudes,
and skills.

Clinical Teaching - is a teaching strategy that focuses on the development of technical skills
through hands-on experience in the clinical settings.
HEALTH EDUCATION - refers to the act of providing information and learning
experiences for purposes of behavior change for health betterment of the client. The acquisition
of knowledge through exchange of information from the teacher and learner facilitates better
understanding for the need for change.

PURPOSES OF HEALTH EDUCATION

1. A means of propagating health promotion and disease prevention.
2. May be used to modify or continue health behaviors if necessary
3. Provides health information and services
4. Emphasizes on good health habits and practices which is an integral aspect of culture,
media, and technology
5. A means to communicate vital information to the public6. It is also a form of advocacy.

PRINCIPLES OF TEACHING
1. Active learning - productive interaction between the teacher and the students.
2. Many methods -there is no single correct way to teach a class- there are many good ways of
teaching.
3. Motivation - arousing interest to cause learner to perform in a desired way.
4. Well- balanced curriculum- to enable students to become useful member of the society.
5. Individual differences - an understanding of the student’s unique characteristics.
6. Lesson planning - to improve teaching of teachers and learning of students.
7. Power of suggestion- “suggestions are more fruitful than dictation”
8. Encouragement - effort in learning; praise is given only when earned.
9. Remedial teaching - good teaching is both diagnostic and remedial.
10. Democratic environment- students learn democracy by living it. In return for rights and
privileges within the classroom they should be aware of their responsibility to the group.
11. Stimulation - each student can be stimulated within the limits of his abilities, to exceed his
present efforts.
12. Integration - learning involves a reorganization of previous experience and an integration of
what has been completed into a new learning experience.
13. Life-like situations- teachers have the responsibility of guiding the students into a realization
that their school studies and activities have direct relationship with life situations.
14. Independence- degree of independence gained at any given time should be measured with
the maturity level of the child.
ROLES OF A TEACHER/ HEALTH EDUCATOR
 Instructional expert
 Manager
 Facilitator
 Evaluator
 Counselor
 Public relations agent

CHARACTERISTICS OF AN EFFECTIVE TEACHER IN NURSING

 Professional Competence
 Interpersonal Relationship with Students
 Personal Characteristics
 Teaching practices
 Evaluation practices
 Availability to students

MODULE #2

LEARNING - is a mental activity by means of which knowledge, skills and attitudes are
acquired resulting in the modifications of behavior.

PRINCIPLES OF LEARNING
 Learning by doing.
 One learns to do what one does.
 The amount of reinforcement necessary for learning is relative to the students’ needs and
abilities.
 The principle of readiness is related to the learners’ stage of development and their
previous learning.
 Teachers should provide opportunities for meaningful and appropriate practice.
 Positive-feedback, realistic praise, and encouragement are motivating in the teaching -
learning process.

LEARNING THEORIES
Concepts and propositions that would explain why people learn and predict under what
circumstances they will learn.
1. BEHAVIORAL LEARNING THEORIES - Behavioral modification through conditioning
by means of reinforcement.
THEORISTS:
A. John B. Watson and Guthrie
Stimulus and response bonds are strengthened simply because they occur together.
Example: Fear of hot stove is learned when a childs curiosity leads him to touch a stove and he
feels pain.
B. Edward Thorndike and Burrhus Frederic Skinner
SR bonds are strengthened by REINFORCEMENTS like reward or punishment.
Example: The child learns to avoid the stove because the PAIN was a NEGATIVE
REINFORCER for the behavior

2. COGNITIVE LEARNING THEORIES - consider how the learner thinks, reasons and
transfers information to new learning situations
THEORISTS:
A. David Ausubel
THEORY: Subsumption Theory of Meaningful Verbal Learning - meaningful learning is
thought to occur only if existing cognitive structures are organized and differentiated
B. Atkinson and Shiffrin
THEORY: STAGE THEORY- The core of this theory is that information is both processed and
stored in three stages of memory.
1. Sensory memory
2. Short-term memory
3. Long term memory

3. SOCIAL LEARNING THEORY - People learn as they are in constant interaction with their
environment. Most learning occurs as a result of observing other people’s behavior.
THEORIST: Albert Bandura

TYPES OF LEARING
1. Signal Learning- the conditioned response; the person develops a general diffuse reaction to a
stimulus.
Example: A medical student may feel fear every time the term skill testis mentioned because he
or she has felt fear whenever taking an actual skill test. Because of the association, just the term
skill test is enough to evoke fear. (The words have become the signal that elicits the response.)

2. Stimulus- Response Learning- involves developing a voluntary response to a specific

stimulus or combination of stimuli.
3. Chaining - is the acquisition of a series of related conditioned responses or stimulus response
connections
4. Verbal Association - is easily recognized in the process of learning medical terminology
5. Discrimination Learning - the ability to retain and discriminate large number of chains
6. Concept Learning - is learning how to classify stimuli into groups represented by a common
concept.
7. Rule Learning - A rule can be considered a chain of concepts or a relationship between
concepts. * It is generally expressed as “If . . . then” relationships.
8. Problems Solving (highest level of learning) - a process of formulating and testing
hypotheses. A rearrangement of concepts so as to overcome difficulty; a conscious deliberate
striving for an answer or a solution to a situation

MODULE #3

LEARNING NEEDS - defined as gaps in knowledge that exist between a desired level of
performance and the actual level of performance. A learning need is the gap between what
someone knows and what someone needs to know.
STEPS IN THE ASSESSMENT OF LEARNING NEEDS
1. Identify the learner.
2. Choose the right setting.
3. Collect data on the learner.
4. Include the learner as a source of information.
5. Involve members of the healthcare team.
6. Prioritize needs.
7. Determine availability of educational resources.
8. Assess the demands of the organization.
9. Take time-management issues into account.
READINESS TO LEARN - defined as the time when the learner demonstrates an interest
in learning the information necessary to maintain optimal health or to become more skillful in a
job.
Four Types of Readiness to Learn
1. Physical Readiness
 Measures of ability
 Complexity of task
 Environmental effects
 Health Status
 Gender
2. Emotional Readiness
 Anxiety Level
 Support System
 Motivation
 Risk-Taking Behavior
 Frame of Mind
 Developmental Stage (teachable moment)
3. Emotional Readiness
 Anxiety Level
 Support System
 Motivation
 Risk-Taking Behavior
 Frame of Mind
 Developmental Stage (teachable moment)
4. Experiential Readiness
 Level of Aspiration
 Past Coping Mechanisms
 Cultural Background
 Locus of Control
5. Knowledge Readiness
 Present Knowledge Base
 Cognitive Ability
 Learning Disabilities
  Learning Styles

LEARNING STYLES - refers to the habitual manner in which learners receive and perceive
information, process it, understand it, value it, store it, and recall it.
A. KOLB’S LEARNING STYLE MODEL
Kolb hypothesized that learners need four abilities in order to be effective:
1. Concrete Experience (CE) abilities: “FEELING” Learning from actual experience
2. Reflective Observation (RO) abilities: “WATCHING” Learning by observing others
3. Abstract Conceptualization (AC ) abilities: “THINKING” Creating theories to explain
what is seen
4. Active Experimentation (AE) abilities: “DOING” Using theories to solve problems

Kolb identified four possible LEARNING STYLES based on the above concepts:
1. Converger
2. Diverger
3. Accommodator
4. Assimilator
Converger (AC & AE) - good at decision making and problem solving; likes dealing with
technical work rather than interpersonal relationships
Diverger (CE & RO) - excels in imagination and awareness of meaning; people oriented; likes
working in groups
Accomodator (CE & AE) - uses trial and error methods to solve problems; impatient with other
people; acts on intuition (RISK –TAKER)
Assimilator (AC & RO) - good in inductive reasoning; a person more concerned with ideas
than people

B. GREGORC LEARNING STYLE MODEL

Gregorc hypothesized that the mind has the mediation abilities of perception and ordering; i.e.
the perception and ordering of knowledge affects how the person learns. Gregorc identified the
learners as:
1. Concrete sequential learners
2. Concrete random learners
3. Abstract sequential learners
4. Abstract random learners
Concrete Sequential Leaners - like highly structured, quiet learning environments and do not
like being interrrupted; often focused on details.
Concrete Random Learners (INTUITIVE) - use trial and error methods; look for alternatives.
Abstract Sequential Learners - holistic thinkers who seek understanding of incoming
information; do not like interruptions; good verbal skills; rational.
Abstract Random Learners - think holistically and benefit greatly from visual stimuli; like
busy, unstructured learning environments; often focused on personal relationships.

C. WITKIN LEARNING STYLE MODEL

Field Independent: GLOBAL
1. More difficulty with mathematical reasoning
2. Analyzes the whole picture.
3. More people-oriented.
4. Attitudes guided by authority figures or peer group.
5. See themselves as others see them.

Field Independent Learner: ANALYTICAL

1. Mathematical reasoning may be strong
2. Analyzes the elements of situation.
3. More task-oriented.
4. Forms attitudes independently.
5. More pronounced self-identity.

MODULE #4

PLANNING AND CONDUCTING HEALTH EDUCATION CLASSES

INSTRUCTIONAL/EDUCATIONAL OBJECTIVES
 Intended outcomes of the education process that are in reference to an aspect of the
program or a total program of study that are CONTENT-ORIENTED AND TEACHER-
CENTERED; also referred to as educational objectives.

BEHAVIORAL/ LEARNING OBJECTIVES

  Intended outcomes of the education process that are ACTION-ORIENTED rather than
CONTENT-ORIENTED and LEARNER-CENTERED rather than TEACHER-
CENTERED.
WRITING SMART OBJECTIVES
 Specific
 Measurable
 Achievable
 Realistic
 Timely

RATIONALE FOR USING BEHAVIORAL OBJECTIVES

1. Helps keep educators’ thinking on target and learner-centered.
2. Tailors teaching to the learner’s needs.
3. Creates guideposts for teacher evaluation and documentation of success or failure.

COMMON MISTAKES WHEN WRITING OBJECTIVES

1. To describe what the instructor rather than the learner is expected to do.
2. To include more than one expected behavior in a single objective.
3. To use terms for performance that are subject to many interpretations, not action-
oriented, and difficult to measure.

TERMS WITH MANY INTERPRETATIONS

 To know
 To understand
 To appreciate
 To realize
 To be familiar with
 To enjoy
 To value
 To be interested in
 To feel
 To think
 To learn
 To value
 To be interested in
 To feel
 To think
 To learn
 3-PART METHOD OF OBJECTIVE WRITING
1. Condition-testing situation
2. Performance –learner behavior
3. Criterion-quality of accuracy

TYPES OF OBJECTIVES
1. Specific behavioral objectives- are close-ended statements that incorporate the condition and
criterion for learning; appropriate for the learning of a particular skill.
2. General behavioral objectives (do not include the condition and criterion for learning) –are
open-ended statements that lend themselves to be used in evaluating higher cognitive skills.
 More appropriate for stating outcomes of an academic program.
 Allows teachers to be more creative in teaching.

COMMONLY USED VERBS ACCORDING TO DOMAIN

CLASSIFICATIONCOGNITIVE DOMAIN
1. Knowledge: choose, circle, cite, count, define, identify, label, list, match, name, outline,
recall, repeat, report, select, state, tell, write.

2. Comprehension: associate, describe, discuss, distinguish, estimate, explain, express,

generalize, give example, locate, recognize, review, summarize

3. Application: apply, demonstrate, examine, illustrate, implement, interpret, modify, order,

relate, report, restate, revise, solve, translate, use

4. Analysis: analyze, arrange, calculate, classify, compare, conclude, contrast, determine,

differentiate, discriminate, detect, distinguish, question

5. Synthesis: assemble, arrange, categorize, combine, compile, correlate, create, design, devise,
detect, generalize,, generate, formulate, integrate, manage, organize, plan, prepare, propose,
reorganize, revise, specify, summarize
6. Evaluation: appraise, assess, conclude, critique, criticize, debate, defend, estimate, evaluate,
grade, judge, justify, measure, rank, rate, recommend, review, score, select, test.

AFFECTIVE DOMAIN
1. Receiving: accept, admit, ask, attend, focus, listen, observe, pay attention.
2. Responding: agree, answer, conform, discuss, express, participate, recall, relate, report, state,
willingness, try, verbalize.
3. Valuing: assert, assist, attempt, choose, complete, disagree, follow, help, initiate, join,
propose, volunteer.
4. Organization: adhere, alter, arrange, combine, defend, explain, express, generalize, integrate,
resolve.
5. Characterization: assert, commit, discriminate, display, influence, propose, quality, solve,
verify.

PSYCHOMOTOR DOMAIN
1. Perception: attend, choose, describe, detect, differentiate, distinguish, identify, isolate,
perceive, relate, select, separate.
2. Set: attempt, begin, develop, display, position, prepare, proceed, reach, respond, show, start,
try.
3. Guided response mechanism and complex overt response: align, arrange, assemble,
attach, build, change, choose, clear, compile, complete, construct, demonstrate, discriminate,
dismantle, dissect, examine, find, grasp, hold, insert, lift, locate, maintain, manipulate,
measure, mix, open, operate, organize, perform, por, practice, reassemble, remove, repair,
replace, separate, shake, suction, turn, transfer, walk, wash, wipe
4. Adaptation: adapt, alter, change, convert, correct, rearrange, reorganize, replace, revise, shift,
substitute, switch
5. Origination: arrange, combine, compose, construct, create, design, exchange, reformulate

TEACHING PLAN - is a blueprint to achieve the goal and objectives that have been
developed. Along with listing the goal and objectives, this plan should indicate the purpose,
content, methods, timing, and evaluation of instruction. The teaching plan should clearly and
concisely identify the order of these various parts of the education process.

PURPOSES:
1. To direct the teacher to look at the relationship between each of the steps of the teaching
process to make sure that there is logical approach to teaching to teaching.
2. To communicate in writing exactly what is being taught, how it is being taught and evaluated,
and the time allotted to meet each of the behavioral objectives. This is essential for the patient
and each member of the healthcare team.
3. To legally document that an individual plan for each learner is in place and is being properly
implemented
.
University of St. La Salle
College of Nursing
Bacolod City
Name:__________________________
Course: Health Education
Professor: Dr. Jocelyn May Flor A. Cadena

FORMAT:
I.OBJECTIVES (at least 3, one for each learning domain )
II. SUBJECT MATTER
A. Topic:
B. Materials:
C. References:
III. PROCEDURE
A. Reading of the Objectives
B. Lesson Proper
1. Motivation
2. Presentation (teaching strategies/ instructional methods, guide questions )
3. Generalization
IV.VALUE STATEMENT
IV.EVALUATION
V.ASSIGNMENT