HEALTH EDUCATION
 A process that involves knowledge of
EDUCATION PROCESS
- focuses on the planning and
implementation of teaching based on an
assessment and prioritization of the client’s
learning needs, readiness to learn and
styles
- outcomes are achieved when changes in
knowledge, attitudes, and skills occur
NURSING PROCESS
- focuses on the planning and
implementation of care based on the
assessment and diagnosis of the physical
and psychosocial needs of the patient
- outcomes are achieved when the physical
and psychosocial needs of the client occur
Patient Education
- process of assisting people to learn health
related behaviors that can be incorporated
into everyday life with the goal of optimal
health and independence in self-care
Staff Education
- process of influencing the behavior of
nurses by producing changes in their KAS to
help nurses maintain and improve their
competencies for the delivery of quality
care to the consumer
ASSURE MODEL
- a paradigm to assist nurses to organize and
carry out the educational process
- Analyze the Learner
- State the Objectives
- Select the instructional methods and
materials
- Use the instructional methods and
materials
- Require learner performance
- Evaluate the teaching plan and revise as
necessary
Being an EFFECTIVE TEACHER
educational theory and research,
willingness to learn new roles and teaching
methods, ability to reflect on one’s own
performance.
Hallmarks of Effective Teaching in Nursing
 Learners an easily identify their worst
teachers and identify the differences
between effective and ineffective teaching
 Different skills are required for subjectively
evaluating a teacher rather than for being a
good teacher
 Effective teachers do not become so just by
imitating former good teacher, although
following a good role model can be helpful
CATEGORIES
1. Professional Competence
- Shows interest in patients and displays
confidence in professional abilities
- Creative and stimulating
- Mastery of subject matter of methods,
strategies, approaches, techniques, and
tools
- Mastery of medium of instruction
- Mastery of lesson planning and organizing
instructional materials and other resources
2. Interpersonal Relationships
- Taking a personal interest in learners
- Admit to errors and weaknesses in practice
- Portrays good judgement and honesty
- Being sensitive to student’s feelings and
problems
- Conveying respect
- Accessible for conferences
- Being fair
- Permitting learners to express differing
point of view
- Creating an atmosphere where in they feel
free to ask questions
- Conveying a sense of touch
3. Personal Characteristics
- Authenticity
- Enthusiasm
- Cheerfulness
- Self control
- Patience
 - Flexibility
- Sense of humor
- Resourcefulness
- Good speaking voice
- Self confidence
- Cooperativeness
- Fairness
- Tolerance
- Caring attitude
4. Teaching Practices
- The mechanics, methods, and skills in
classroom and clinical teaching
- Includes several factors so as to avoid
preventing class material in a boring
manner: teacher’s style, personality,
personal interest in the subject, use of
variety in teaching strategies
- Teacher who has a thorough knowledge of
the subject matter and can present material
in an interesting, clear, and organized
manner is valued
5. Evaluation Practices
- Expectations should be clearly expressed
- If the learners are not meeting a teacher’s
expectations, they should know it as soon
as possible
- Clearly communicating expectations
- Providing timely feedback
- Correcting students tactfully
- Being fair in the evaluation process
- Giving tests that are pertinent to the
subject matter
6. Availability to Students
- Being there in stressful clinical situations
- Physically helping students give nursing
care
- Giving appropriate amounts of supervision
- Freely answering questions and acting as
resource person during clinical learning
experiences
Principles of Good Teaching (Chickering and
Gamson, 1987)
1. Encourage student-faculty contact
2. Encourage cooperation
3. Encourage active learning techniques
4. Give prompt feedback
5. Emphasize time on task
6. Communicating high expectations
7. Respecting diverse talents and ways of
learning
Barriers to teaching
- Factors that interfere with the nurse’s
ability to deliver educational services
 Lack of time to teach
 Lack of confidence or competence in
teaching skills
 Low priority in patient education
 Environment is not conducive to learning
 Absence of third party reimbursement to
support patient education
 Some doctors and nurses question the
effectiveness of health teaching
 Type of documentation system used by
health care agencies
 Personal characteristics of the nurse
educator
Obstacles to Learning of Patients
- Factors that negatively affect the ability to
the learner to pay attention to and process
information
1) Lack of time to learn due to rapid patient
discharge
2) The stress of acute and chronic illness,
anxiety, sensory deficits, and low literacy in
patients
3) The negative influence of hospital
environment
4) Personal characteristics of the learner
5) The extent of behavioral changes needed
6) Lack of support and lack of ongoing positive
reinforcement
7) Denial of learning needs, resentment of
authority and lack of willingness to take
responsibility
8) The inconvenience, complexity,
inaccessibility and fragmentation of health
care system
9) Low literacy and health illiteracy are
significant factor in client’s ability to make
use of written and verbal instructions
Learning
- Not memorizing
- People learn by doing
- It is an active process
 - Takes place when people recognize a
problem or a need and is interested in
solving or satisfying the problem or need
- People can and do increase their knowledge
irrespective of their age
- It must be meaningful
- Learning about health situations where
actual instruction is given does not takes
place only in one situation
- Learning must be aimed at realistic goals
- Behavior can be changed so that life may be
more satisfying
- The most effective procedures, methods,
and tools are often those created by the
group or individuals using them
- Good human relations are important in
learning
- No two students are exactly alike, and
therefore should always take into
consideration individual differences
- Teaching of health must be positive
- Use variety of teaching methods and
instructional materials
- Health teachings must be based on real life
situations, real people, and real local health
problems
- Teaching should be adapted to the
student’s interests and capacities
- All learning is motivated
- Avoid embarrassing students
Outcome of Learning
 Cognitive – knowledge and understanding of
facts, ideas, concepts, principles, rules, laws,
meanings, definitions, etc
 Affective – attitudes, appreciation, interests,
ideals, values, likes, and dislikes, beliefs,
conducts, philosophies in life
 Psychomotor – manipulative skills, bodily
movements, vocal skills, dramatic abilities,
athletic skills, adaptive abilities
What do we learn?
 Simple Responses – behavior which occurs in
the presence of a new stimulus
 Muscular Habits – we develop highly
coordinated skills and sequences of behavior
when such learning involves mainly of the use
of muscles (Motor Learning)
 Perceptual Responses – symbolic interpretation
involving past experiences; interpretation in
terms of what is already stored in the brain
 Attitudes – we learn to respond readily to
selected aspects of the environment; we learn
such as loving, being cooperative, honest,
caring, and trustworthy
 Emotional Responses – we learn to fear high
places or enclosed places, blush on certain
situations, smile happily to friends
 Problem Solving – learn to think and solve the
puzzles the world presents
 Language – we learn words and combination of
words, mathematical and other symbols;
describe the world to other organisms
 Personality – combination of emotional,
attitudinal, and behavioral response patterns of
an individual; extrovert or sociability
 Motives – what prompts the person to act in a
certain way or at least develop an inclination
for specific behavior
Principles of Learning
1. Use of Several Sense
10% - retention in reading
20% - hearing
30% - seeing
50% - see and hear
70% - say
90% - say and do
2. Actively involve learner in learning process
3. Provide environment conducive to learning
4. Assess extent to learner is ready to learn
5. Determine to perceived relevance of the
information
6. Repeat information
7. Generalize information
8. Make learning a pleasant experience
9. Begin what is known and move toward what is
unknown
10. Present information at appropriate rate
Assessing Learning Needs
- Age
- Health beliefs and practices
- Cultural factors
- Economic factors
- Learning styles
 - Readiness to learn
- Physical, emotional, cognitive
- Motivation
*Intrinsic (desire) – the doing of
activity for its
satisfaction
*Extrinsic (outside forces) – doing
activity for the enjoyment

Techniques in Learning
1. Contracts
- class participation
- submission of assignements
2. Games and simulations
3. AVA
4. Volunteering
5. Grouping
6. Offering to help
7. Grades and Test
8. Reading Level
9. Praise and Encouragement
10. Accepting Diversity

Types of Learning
 Signal Learning (Conditioned Response)
- person develops diffuse reaction to stimulus
 Stimulus-Response Learning
- developing a voluntary response to stimulus
 Chaining
- acquisition of a series of related conditioned
responses or stimulus-response connections
 Verbal Association
- easily recognized in the process of learning
medical terminology
 Discrimination Learning
- more new chains are learned, it is easier to
forget previous chains, person must be able to
discriminate among them
 Concept Learning
- learning how to classify stimuli into groups
represented by a common concept
 Rule Learning
- a chain of concepts or a relationship between
concept
 Problem Solving
- learning must recall and apply previously
learned rules that relate to the situation