Ferry, John Kenley Db.

BSN 1-3

REFLECTION

Chapter 1
The first chapter provides an outline of what health education entails. We will discuss how health
education works and how various factors impact our health decisions, such as intellectual,
psychological, and social factors. It has also been stated that health education information is
delivered by nurses who supply the knowledge that clients, or patients in the medical business,
require. Nurses are essential in the health education process because they deliver, assess, and
teach others on first aid. The primary purpose of health education is to educate others about
health issues and to prevent them from arising.
I was informed that I was speculating. There are several components, methods, and approaches
to consider while offering health education across the world, all of which contribute to the same
aim. Its mission is to promote and offer high-quality medical care to everyone on the earth.
Although it is difficult to achieve this goal, nurses all over the world are working together, taking
into account the many factors that influence this change in health education, such as other
people's cultures, demographic profiles, environmental and sociological factors, and many other
health educators who do an excellent job of promoting and providing appropriate health care and
access to all. I finished it. Health education may also be viewed as advocacy aimed at sharing
information with others, particularly those who do not have access to adequate medical
treatment. Furthermore, health education in this chapter focuses not only on educating people on
how to care for themselves, but also on enabling them to use our health services.

Chapter 2
Education is a collaborative process of transmitting information by sharing, explaining,
clarifying, and integrating the substantive material of the learning process in order to arrive at a
positive judgment and well-developed wisdom and conduct (Kozier: 2004). Learning is defined
as the acquisition of information of all types, such as talents, habits, attitudes, values, and skills
(Calderon: 1998), with the goal of bringing about change in an individual. Patient teaching is a
fundamental role of nursing; it is seen as a legal and moral duty of certified nursing workers and
is described as a system of actions designed to create learning and change in client health
behavior (Nursing Fundamentals: 2012).
The nurse decides how to analyze and evaluate the patient during the nursing process. It serves
as a guide for the nurse during the process, allowing the nurse to support the patient and deliver
the finest medical care possible. The processes of rearing and upbringing are comparable in that
they follow the same method, but with distinct functions. The teaching process focuses on the
learner's aims and needs, whereas the nursing process focuses on the patient's needs, diagnosis,
and evaluation. Simply said, the curriculum is concerned with the student, but the nursing
process is concerned with the patient.

Chapter 3
For me Chapter 3 emphasized nurses' roles and duties as health educators in patient education,
which is one of the most significant aspects of information that nurses should constantly
remember. As you are aware, a nurse's primary responsibility as an educator is to be the primary
source of knowledge for each student. They influence the brains and talents of all learners with
similar aspirations, such as nurses. Furthermore, health educators are accountable for overseeing
the effectiveness of health education programs as well as sharing knowledge with learners. They
encourage and assist students to engage in a variety of activities and programs in order to learn
about health education and enhance their patient assessment abilities. Furthermore, Chapter 3 of
this topic concentrates on patient education. Patient education is essential.
At the conclusion of this chapter and at the end of this procedure, each nurse should always
document the assessment during the client's teaching process. The paper must have all seven
aspects in order for physicians, nurses, and especially patients to learn more about their diagnosis
and health concerns. This technique will assist you in learning more about the patient and
determining how to diagnose them. Not only that, but they may utilize this strategy to assist
patients in leading a healthy lifestyle and doing what is required to do so. Each caregiver or
healthcare professional must evaluate the principles that must be considered when doing this
evaluation during this procedure. For example, we understand how to overcome language
barriers, literacy barriers, cultural differences, and other issues.

Chapter 4
A good teacher must adapt her teaching styles to individual differences, assist students in
integrating learning principles from the classroom to their related learning experiences (RLE) or
clinical setting, and properly evaluate learning outcomes to determine whether her students
understand her knowledge and skills. “Teaching is neither a routine nor a rule of thumb
procedure but genuine intellectual adventure when properly carried out.” – Heidgerken
In previous chapters, we looked at how education works in the nursing field and how educators
provide it to their students. These chapters are related to our next topic, chapter four, where we
discussed the characteristics of effective coaching. We extended our horizons and established
higher standards for top coaching so that every student might receive the greatest first-rate
education conceivable. We preserved the trends of a fantastic teacher on this bankruptcy, which
may be quite important nowadays, especially because we're still in a web class. We must
remember how such patterns will affect their ability to teach us the information we seek.
Furthermore, the list of important talents that a teacher should have. They have certain tasks to
fulfill, and if you believe they're no longer assisting you to learn more, speak up and ask them if
they're alright, because one of the aspects that influences powerful coaching is issues. Even if
they say they're OK, you should speak out and tell them in a proper and courteous manner that
you don't agree with their coaching style. Because, as stated in earlier chapters, it's far their
responsibility to understand, arrange, and provide an effective method of education so that their
students may extra rapidly resolve their problem.

Chapter 5
This Chapter which is chapter 5 of this subject explains the concepts of excellent and effective
classroom practice. This chapter is a continuation of the preceding one. Our conversation has
resulted in seven principles for good and effective educational practices. The contact between
students and instructors is the basic premise. This is one of the most crucial points for students to
remember. When our instructor is teaching us, he will occasionally ask us questions on topics,
and we must always respond, especially when we know the answer. As a result, we develop
understanding and confidence in the subject. The final component is student collaboration.
All of the work done in the healthcare profession demands teamwork, especially when lives are
at risk. They constantly collaborate. Because one blunder might be fatal. Remember that the
purpose is to teach kids, and students need to learn from you, the educator, for a good education,
regardless of how you utilize it. To do this, you should always seek out and design the most
efficient and effective method of learning. .. This is how we accomplish effective and efficient
teaching approaches. Because when teachers reward pupils, they want to keep improving. They
are aware that someone is glad of their accomplishments, therefore they will give their all
anytime their efforts are acknowledged. However, as a teacher, you must know when to cease
setting high standards for your students. If pupils are not satisfied, they will burn out, feel
uninspired, and believe they have been let down.

Chapter 6
Having a set time enables for consistency of knowledge to be learnt for all pupils in a class. It is
affordable and cost effective because just one person is tasked with delivering the topic. It aids in
the development of pupils' listening skills. Few professors are competent lecturers who can
convey things at different levels of knowledge to their pupils. As previously demonstrated, each
chapter builds on the preceding one, and the following chapter backs up my assertion. We
indicated in the previous paragraph that in order to educate successfully, educators must assess
which approaches pupils have learnt the most. This is covered in detail in this chapter. Chapter 6
discusses traditional, active, computer, distance, clinical, psychomotor, and many other
instructional techniques. These are the teaching strategies that all teachers employ while
instructing all pupils. Some youngsters prefer conventional learning techniques in order to attend
school and engage in daily conversations. Some students, however, choose to learn through
modules or self-study, while others prefer to attend courses online. Each kid learns in his or her
own unique method. Some individuals favor to themselves.

Chapter 7
Education necessitates a healthy atmosphere favorable to the successful absorption of gained
knowledge and abilities. Some causes or barriers, however, may exist to restrict or limit students'
capacity to exercise their right to a high-quality education. Education barriers can take many
different shapes. They can be physical, technical, systemic, economical, or psychological in
nature, among other things. The following appear to be the primary educational hurdles for
students, instructors, and institutions. As you are aware, not everyone has access to education.
Few individuals do not, for a number of reasons referred to as educational hurdles. This chapter
discusses many educational hurdles, such as student, institutional, and teacher concerns. Student
characteristics include poverty, student potential, attitudes, and impairments. We are all aware
that poverty is one of the variables influencing our education. Everyone is aware that some
people prefer to work rather than attend school. Not because I don't want to go to school, but
because my everyday and fundamental necessities take precedence over education. Acceptable to
deal with in the future.
Furthermore, attitudes and behaviors are one of the factors that contribute to educational hurdles,
as not everyone is receptive to diverse issues such as culture, values, and impairments. People,
no matter who they are, have a tendency to conform to stereotypes. They lack the knowledge to
handle such circumstances, and impacted kids struggle to deal with them. In terms of educational
hurdles, institutional considerations include the following: Parents frequently move their children
to another school if they believe they are not being adequately educated. This has an impact on
kids since some have difficulties adjusting to their new surroundings. Furthermore, institutional
factors include student safety both within and outside of school.
Some parents are hesitant to allow their children to go far distances for fear of their children's
safety. Furthermore, a student's eligibility to be educated is affected by school responsibility in a
number of conditions. The final factor is the instructor element, which includes whether the
teacher has the necessary skills and ability to educate the student.

Chapter 8
This semester, Chapter 8 of this topic is crucial in my opinion since it deals with curriculum
creation and class administration. As previously said, in order to attain successful teaching
approaches, educators must always analyze how students might learn effectively. The curriculum
creation process does this. Authorities examine the activities, lectures, and laboratories utilized,
as well as their execution, before designing the curriculum. They meticulously tweak each
component of the curriculum in order to provide youngsters with the education they need. The
curriculum is an intellectual growth process designed to foster subject matter mastery with the
primary goal of creating a repository of information, skills, and values (Keating: 2006). The
curriculum addresses the demands of the community in which teaching and learning take place,
as well as the needs of the discipline from which learners will be taught and developed.
Curriculum planning also includes choosing textbooks that each student and staff member will
utilize to get a greater grasp of a specific topic. This is where goals and learning outcomes are
tracked to ensure that students take something away from each topic. This is the most significant
feature of education, particularly in nursing, since it provides as a roadmap for educators to share
information with their students and to know and determine how to attain them efficiently.

Chapter 9
We shall introduce a new topic, health education, in the following chapter. This chapter has
examined many forms of learning and how they grow and evolve. First, growth and development
were defined. Growth is the gain of information that leads to maturity, whereas development is
the change in the learner that results from a mix of learning, experience, and maturity. Maturity,
experience, and learning are all factors that influence a person's intellectual growth. Growth is
synonymous with the word "increase" or the quantitative changes in learning. Growth simply
refers to the acquisition of additional information, which frequently leads to maturity, but
development refers to the ordered, dynamic changes in a learner caused by a mix of learning,
experience, and maturation (Eggen: 1994).
Also, each distinct difference is shared with us in this topic, and when we talk about differences,
we do not only mean cognitive levels. It also incorporates cultural, gender, and social status
disparities. Regardless of our differences, we are all at the same stage of development. Finally,
this article explained Maslow's hierarchy of needs. It is critical for educators and parents to
understand what it takes for students and children to develop appropriately.

Chapter 10
The topic of Chapter 10 is the learning motivation that every student requires right now. We are
still in the midst of a trend, our students continue to attend lessons in faraway locations, and we
have no personal connection with our classmates or professors, therefore we are unmotivated. A
process in which a person develops an inner drive to achieve goals or objectives Something
within a person, such as a need, an idea, a physiologic condition, or emotions, motivates him or
her to act. We effectively listen to our talks, but it's a little annoying considering that the course
we choose needs physical engagement. You must be present in the lab to accomplish various
skills and meet your allocated learning objectives. This chapter has covered everything there is to
know about motivation.
The primary purpose of motivation is to stimulate students' interest in what the instructor is
saying and to encourage them to be proactive in reaching the goal. Intrinsic motivation and
extrinsic motivation are the two forms of motivation. Learners who are intrinsically driven
complete activities for their own reasons, such as reaching objectives, whereas external
motivation is the polar opposite. Students accomplish the work while keeping environmental and
social objectives in mind.
There's nothing wrong with doing things their way as long as they like it, whether for themselves
or for others. This chapter also included further information on Maslow's motivation and theory
of desire. The hierarchy is arranged so that self-actualization is at the top and physiological
necessities are at the bottom. People are uninspired for a number of reasons, including safety,
concern, and annoyance.

Chapter 11
Setting objectives, selecting suitable stimuli, perceiving, responding to stimuli, assessing
consequences, and integrating learning experiences are all components of the learning process
(Wiggens: 2006). The instructor must establish long-term objectives with his or her students.
This may be accomplished through a long-term teaching and learning process, such as acquiring
nursing information, professional values, and abilities. Following that, learning objectives are
specified, which necessitate short-term activities to drive pupils to study and finally attain the
goal.
Learning is received at the conclusion of the teaching process and follows the principle of the
learning process, however learning is more significant during the process than at the completion
of learning. This chapter also highlighted a variety of learning phases. There are five degrees of
learning: beginner, intermediate, skilled, skilled, and professional. Beginners refer to the stage at
which you have hazy notions or limited knowledge of the subject. You may put abstract ideas
into practice at the advanced beginning level. You may now comprehend the scope of the issue
and comprehend it in a variety of ways.The learning process emphasizes not just the progression
of information, but also how to use it to attain goals. We can get new experiences in our life as a
consequence of the learning process, which will allow us to be the greatest version of ourselves.

Chapter 12
Learning theories are rules or concepts that help people recognize the significance of an
experience or circumstance. Theories provide fundamental information that serves as the
foundation for the teaching-learning process. Theories and practice are inextricably linked. They
explain each other's relationships since there can be no practice without theories, and practice
might be irrelevant without theories. Although the transition from theory to practice is difficult, a
little critical thinking and reflective thought reveals that the study of human learning theory,
types of learning, and forces influencing learning can provide guidelines for practice and help
teachers establish the conditions required to achieve learning outcomes.
The 12th chapter is divided into sections, the first of which includes the ideas and concepts that
we need to understand in order to learn. According to Hoozer (1987), there are 14 key notions
that must be accompanied in order for knowledge to emerge and dreams to be realized. The
majority of the fourteen standards that have had an impact on me include overlearning, verbal
and nonverbal connections, critical questioning abilities, and remarks. These are a few of the
ideas that I find very valuable; overlearning may appear to be a terrible phrase, but it's no longer;
overlearning is the repeated application of what we've found in many settings, which truly helps
us, students, in improving our learning. Nonverbal and verbal connections let us communicate;
they also allow us to interact with people and learn new things from them through exchanges.
Critical questioning abilities are one of the qualities that we, as student nurses, must have. We
work in a scientific field where the lives of people are in our hands, and in critical situations, we
must think critically, determining what to do and how to do it in order to save lives, thus having
this capacity is vital. The final one is comments; we discussed how important comments are in
teaching-learning exercise in previous chapters since they allow us to determine whether or not
we did a good job.
The development of this topic provides me with a deeper understanding of theory, whereby it
addresses the many theories of scientists about which knowledge is now playing a larger role in
fitness instruction. Various learning theories have been addressed on this issue, including
Pavlov's Classical Conditioning Theory, which is concerned with the stimulus-reaction
relationship. Thorndike's Connectionism Theory focuses on how praise and punishment, success
or failure, and pride or irritation affect the learner. To reinforce his point, he stated the three
basic legal criteria of learning (repetition, effect, nd preparedness). Positive reinforcement is
used.

Chapter 13
The nursing education process is complicated, with many interwoven components. Effective
communication is one of the most important. Communication advancements have a significant
impact on the efficiency and efficacy of the teaching and learning process. Communication
incorporates the instructional process, which is at the core of education, and instructional
materials shape and structure the curriculum, controlling its contents, all of which have a
substantial impact on the teaching-learning process. As a result, communication aids in the
production of successful "instructional materials." Communication is critical in nursing since we
all have a responsibility to communicate properly not just with patients but also with their
families. It is our obligation, thus we studied how to communicate successfully in this chapter.
During fourth grade, we studied the fundamentals of communication, which served as the
foundation for Chapter 13 of our topic. Communication consists of sources, messages, channels,
and recipients.
All of this helps to ensure good communication. The source, also known as the sender of the
message, is often the educational learning process's instructor. A message is information that the
student receiving it must encode and receive. A channel or medium is used to transmit a
message, which may often be accomplished through a variety of media. Language, nonverbal,
and gestural communication are all ways to communicate with people. No matter how you
transmit the message, there will always be obstacles. The message may be confusing, or the
manner in which the message is delivered may be inadequate. All of these factors might lead to
message miscommunication or misinterpretation. It is critical to communicate well in the
medical industry. It enables you to correctly examine the patient and select the best strategy to
suit the demands of the patient.

Chapter 14
Chapter 14 and the last chapter discuss the evaluation of the educational process in health
education. Ratings can be used to determine whether students learnt something throughout
conversations and semesters. Essays, objectives, problem-solving, standards, and assessment
scales are all examples of assessments. Whatever rating tools are utilized to provide a rating to
an instructor, they all serve the same function. To determine whether a student's grades have
improved. It is a method of assisting a person or group of individuals in becoming self-directed.
It aids in the formulation of particular goals and objectives, which then serve as criteria for
assessing desired improvements (Gregorio: 1971). Evaluation is a continual process of acquiring
data, documenting, synthesizing, and evaluating information in order to effect change that would
improve performance or achieve desired goals (Levine and Feldman: 2006). Because nursing is a
personal service in which interpersonal ties are key, and personality plays a vital part in creating
good relationships with patients (O'Connor: 2006), it necessitates an examination of students'
personal attributes.
We also talked about how nurses assess patients' learning. This includes retrospective
demonstrations, explanations of what has been learned in the form of booklets or pamphlets,
discussions of what has been learned, and an emphasis on how patient behavior has changed in
the context of medical treatment. increase. The patient evaluation assures that the patient is ready
to return home since he or she understands what to do in various scenarios that might be harmful
to their health if not handled appropriately. Finally, we investigated how learners rate themselves
in addition to instructor and patient ratings. The student assessment allows professors to observe
how well their students fared in terms of reports, projects, skills, and other areas. Based on this
evaluation, we can tell if they improved or not. Every task we finish involves assessment since it
offers an overview of whether or not we fulfilled our objectives; it is a simple process for us to
decide whether or not we did properly. Although each comprehensive chapter serves a distinct
function, these themes are crucial in our lives as student nurses as we prepare for the next step in
becoming a registered nurse. Each chapter of this subject has taught us something new that we
can use to our path. This is only one of many things we need to learn and comprehend in the
nursing industry, which tries to make us not just competitive, but also to be a conscientious and
kind nurse. There is no question that it will assist in achieving, therefore we must always use
what we have talked not just in our nation, but globally. That is my reflection on the subject; all
chapters will help me become a better nurse someday.