II.

HEALTH EDUCATION PROCESS

A. Education in Health Care

Purposes of Health Education in Nursing
• Health education consists of learning experiences that promotes behavior conductive to
good health. It provides the tools for developing physical, emotional, spiritual, and sound
mental health.
1) Physical health- learning experiences that helps promotes the ability of body to
function accordingly.
2) Emotional health- ability of an individual to cope with stress and strain as one
faces the realities and challenges.
3) Mental health- the ability of an individual to make correct judgments or sound
decisions to cope with situations or conditions affecting her daily activities.
4) Social health – the ability of an individual to relate well with others regardless of
status or position.
5) Spiritual health- recognizes the supernatural and aspects of divine healing and
the individuals’ communion with his/her creator.
• Health education aims at more tan merely the dissemination of information regarding
good health practices and disease treatment. It serves vital purposes in society, such as
the following: (Creasia and Parker:2007):
1) A means of propagating Health Promotion and Disease prevention.
2) Used to modify or continue health behaviors as necessary.
3) Provides health information and service.
4) Emphasize good health habits and practices as an integral aspect of culture,
media and technology.
5) A means to communicate vital information to the public
6) It is also a form of advocacy

I. A means of propagating Health Promotion and Disease prevention.

 Describes the interrelationship of the learner’s mental, emotional, social, and
physical health. It serves to analyze how environment and personal health
interrelate in ways that enhances health, thereby reducing client risks.
 Also concerned with how lifestyle, family history and other risk factors relate to
the cause or prevention of diseases and other health problems.
II. Used to modify or continue health behaviors as necessary.
 Determines the role of an individual to be self- reliant and assume self-
responsibility for improvement of health and personal health assessment.
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 Determine strategies for health maintenance and risk reduction, identifies short
and long term consequences of various behaviors, and demonstrates strategies for
improving and maintaining personal, family and community health.
III. PROVIDES HEALTH INFORMATION AND SERVICES
 Health Education provides health information, products and services in the
maintenance of good health.
 health demonstrates the roles and responsibilities of school and community health
services and self-ad others. It is also used to assess the cost and availability of
health care services and analyze situations requiring professional health care.
IV. EMPHASIZE GOOD HEALTH HABITS AND PRACTICES AS AN INTEGRAL
ASPECTS OF CILTURE, MEDIA AND TECHNOLOGY
 Evaluates the influence of culture on the health behaviors and care services which
people get from healthcare providers.
 Evaluates the effect of media, technology and other factors on personal, family,
and community health.
V. A means to communicate vital information to the public
 Helps the family, peers and others to communicate their needs, wants and feelings
effectively to enable them to resolve health conflicts and problems. This is done
to communicate care, consideration and respect for themselves and others. It also
helps analyze possible causes of conflict and in the formulation of strategies for
solving interpersonal conflicts without harming oneself or others.
VI. It is also a form of advocacy
 Evaluates the effectiveness of various methods of teaching to express health
information and ideas correctly. It conveys valid information and cites opinions
about health related issues.
 It is a means to work cooperatively with people in advocating health to
individuals, families, schools, and communities.
Importance of health education
 Health education is a system of teaching and learning process. It facilitates common
understanding among people in a social structure of modify behaviors, make decisions
and change social conditions in a ways that are health enriching. Among its many aims
are the following:
1) Enhance knowledge
- provides guidance and instructions to all that will help individuals or
group maintain a high level of wellness.
2) Promotes health, safety, and security of the people
- promotes personal hygiene, environmental sensation, and maintenance of
a hazard-free environment for one to avoid illnesses, accidents and reduce
morality rate.
3) Develop and improve community resources
II. HEALTH EDUCATION PROCESS

- helps individual to gain knowledge, and understanding of the different

community health agencies who can provide health care services.
4) Increase productivity and strength of character
- help develop productive individuals who can adjust successfully and live
happily with social groups to which they belong.
5) Disease prevention
- promotes individual and public health awareness on prevention of disease
using various health care strategies and for the state to be the home of
healthy and productive citizens.
6) Minimize cost
- Enables the government to attain health objectives at least cost.
7) Self- reliant behavior
- provides information and services necessary in fostering independent
behaviors or self- care attitude conducive to health.
EVOLUTION OF NURSING EDUCATION
 Health education is any combination of learning experiences designed to facilitate
voluntary adaptations of behavior conducive to health. (Green, et al, 1980)
 Health education is a science and a profession of teaching health concepts to promote,
maintain and enhance one’s health, prevent illness, disability and premature death
through the adoption of healthy behavior, attitudes and perspectives.
 Joint committee on Health Education and promotion terminology of 2001 defined
health education as “any combination of planned learning experiences based on sound
theories that provide individuals, groups, and communities that opportunity to acquire
information and the skills needed to make quality health decisions.”
 According to the World Health Organization, it is comprising of consciously
constructed opportunities for learning involving some form of communication designed
to improve health literacy, including improving knowledge and developing life skills
which are conducive to individual and community health.
Book of Bastable
- Nursing is a unique among the health professions in that patient education has long been
considered a major component of standard care given by nurses.
- 1800’s- 1st acknowledged as a unique discipline, the responsibility for teaching has been
recognized as an important role of nurses as caregivers.
- Florence Nightingale-
 founder of modern nursing, was an ultimate educator. Not only did she develop
the first school of nursing, but she also devoted a large portion of her career to
teaching nurses. Physicians, and health officials about the importance of proper
conditions in hospital and homes to improve the health of the people.
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- She also emphasizes the importance of teaching patients the need for adequate nutrition,
fresh air, exercise, and personal hygiene to improve their wellbeing.
- 1900’s- clearly understood the significance of the role of nurses as teachers in preventing
diseases and maintaining the health history.
- 1918- NLN observed the importance of health teaching as a function within the scope of
nursing practice.
- 1950- NLNE identified course content in nursing school curriculum.
SOCIO-ECONOMIC AND POLITICAL TRENDS AFFECTING HEALTH CARE
Many social, economic, and political trends nationwide that affect the publics’ health have
focused attention on the role of the nurse as teacher and the importance of client, staff, and
student education.
 Federal government, as discussed earlier, published healthy people 2020, a
document that set forth national health goals and objectives for the next decade.
 The institute of Medicine (2011) established recommendation designed to enhance
the role of nurses in the delivery of health care.
 The U.S. Congress passed into law in 2010 the affordable care act (ACA), a
comprehensive healthcare reform legislation.
 The growth of managed care has resulted in shifts in reimbursement for healthcare
services.
 Health provider are recognizing the economic and social values of reaching out to
communities, schools, and workplaces, all settings where nurses practice, to provide
public education for disease prevention and health promotion.
 Politicians and health care administrators alike recognize the importance of health
education to accomplish the economic goal of reducing the high cost of health
services.
 Health professional are becoming increasingly concerned about malpractice claims
and disciplinary action for incompetence.
 Nurses continue to define their professional role, body of knowledge, scope of
practice, and expertise, with client education as central to the practice of nursing.
NURSING PROCESS VS. EDUCATION PROCESS
I. NURSING PROCESS
 Nursing process provides the necessary tool to enable the nurse to render quality nursing
care to patients. It also helps determine the clients’ health needs. It emphasizes the need
to manage and maximize health by managing risk factors and encouraging healthy
behavior.
 It is a scientific and systematic, problem solving approach used to identify, prevent and
treat actual or potential health problems and promote wellness. It provides frame work in
which nurses use their knowledge and skills to express human caring.
Purposes of nursing process
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1) Provides a tool to enable the nurse to render quality nursing care to clients.
2) Helps identify the client’s health care needs, and determine priorities of care and
expected outcomes.
3) Establishes nursing interventions to meet client centered goals.
4) Provides nursing interventions to meet the needs of clients.
5) Evaluates the effectiveness of nursing care in achieving client’s goals.
6) Achieves scientifically-based, holistic, and individualized care.
7) Takes the opportunity of working collaboratively with clients and other members off
the health care team.
8) Achieves continuity of care to the clients.
NATURE OF NURSING PROCESS
 It is dynamic and cyclic. Each steps may be reviewed according to changing client
responses to nursing interventions, which may require revisions in the plan of care.
 It is planned and goal-directed. The plan of care and nursing intervention is organized
carefully one to meet the client’s goals of care.
 It is intellectual process. Nurses use knowledge in problem solving, decision making and
critical thinking to assess their client’s problems, plan their care, implement plans, and
evaluate the effectiveness of the care given.
CHARACTERISTICS OF A NURSING PROCESS
1) SYSTEMATIC
a. the nursing process has an ordered sequence of precise and accurate activities.
Preceding activities influenced activities following them.
2) Dynamic
a. provides active interaction and integration among activities. Current activity is
necessary to influence future activities.
3) Interpersonal
a. Ensures that nurses are client centered rather than task centered.
4) Goal directed
a. means that nurses and clients to work together in order to identify specific goals
related to wellness promotion, disease and illness prevention, health restoration
and coping with altered functioning.
5) Universally applicable
a. Allows nurses to practice nursing with well or sick people, young or old,
regarding of race, creed or religion and in any practices settings.
STEPS IN NURSING PROCESS
 ASSESSMENT
 PLANNING
 IMPLEMENTATION
 EVALUATION
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II. EDUCATION PROCESS

a. Is a systematic, sequential, logical, scientifically based, planned course of action
consisting of teaching and learning.

STEPS IN THE EDUCATION PROCESS

 Assessment
 Planning
 Implementation and application of teaching plan
 Evaluation
NURSING PROCESS & EDUCATION PROCESS SIMILARITIES AND DIFFERENCES
SIMILARITIES DIFFERENCES
Basic elements are assessment, planning, Nursing process is more on planning and
implementation and evaluation implementation
Logical, scientifically based framework, Education process identifies instructional
rational basis for nursing practice rather that content
an intuitive one.
Methods for monitoring

LEGAL BASIS OF HEALTH EDUCATION IN THE NURSING CURRICULUM

 Teaching function has always been viewed as an essential function of a nurse whether she
is taking care of a well or an ill person, patient’s family members, nursing students,
hospital or clinical staff nurses or a group of mothers in the community.
 One of the more important functions of nurse is as a health educator and this is explicitly
stated in the Duties of a nurse in rule IV, sec. 28 of the Philippine nursing act of2002
also known as RA 9173 :
o provides health education to individuals, families and communities
o teach guide and supervise students in nursing education
o implement programs including the administration of nursing services in varied
settings like hospitals and clinics.
o The nursing education program shall provide sound general and professional
foundation for the practice of nursing taking into consideration and learning
outcome based on the national and universal nursing core competencies.
Health educator
• A professionally prepared individual who serves in a variety of roles and is specifically
trained to use appropriate educational strategies and methods to facilitates the
development of policies, procedures, interventions and systems conducive to the health of
people.
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• In January 1979, the role delineation project was undertaken to better understanding the
role of a health education.
• A framework for the development of competency-based curricula for entry level health
educator (NCHEC) and the revised version

SEVEN AREAS OF RESPONSIBILITY

 Implement health education strategies, intervention and program
 Administer health education strategies, intervention and program
 Conduct evaluation and research in relation to health education
 Serve as a health education resource person
 Assess individual and community needs health education
 Plan health education strategies
 Communicate and advocate for health and health assessment

B.DETERMINATS OF LEARNING
Learning
- process of acquiring new, or modifying existing, knowledge, behaviors, skills, values,
or preferences

Determinants of learning
A. Learning Needs – what the learner needs and wants to learn
B. Readiness to Learn – when the learner is receptive to learning
C. Learning Styles – how the learner best learns

A. LEARNING NEEDS
- Gaps in knowledge that exists between a desired level of performance (what someone
needs or wants to know) and the actual level of performance (what someone knows).
- Gaps may arise due to:
a. Lack of Knowledge
b. Lack of Skill
c. Lack of Attitude
Assessment of Learning Needs:
1. Identify the learner
- know who is the audience
2. Choose the right setting
- promotes confidentiality, privacy and sense of security
3. Collect data about the learner
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- identify the type and extent of content to be included

- set teaching strategies for teaching specific population based on the analysis of needs
4. Collect data from the learner
- learners are most important source of needs assessment data themselves
- allows patient/family members to identify what is important to them
- learners perceived needs
5. Involve members of the healthcare team
- collaboration with other members of the healthcare team provides richer assessment
of learning needs
6. Prioritize needs
- list of identified needs can be endless; helps to set realistic and achievable learning
goals
- criteria for prioritizing learning needs;
a. Mandatory – for survival in which the learner’s life is threatened or at risk
b. Desirable – need that are not life dependent but related to well-being
c. Possible- information that is nice to know but not essential in which
learning is not directly related to daily activities
7. Determine the availability of resources
- educator may identify need, but it may be useless to proceed with interventions if the
educational resources are not available, unrealistic or do not match the learner’s
needs.
8. Assess the demands of the organization
- identify organization’s philosophy, mission, strategic plans, and goals
9. take time-management issues into account
- practice close observation and active listening
- learners must be given time to offer their own perceptions of learning needs

B. READINESS TO LEARN
- 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
PEEK: Four types of Readiness to Learn
1. Physical Readiness
a. Measures of ability
b. Complexity of task
c. Environmental effects
d. Health status
e. Gender
2. Emotional Readiness
a. Anxiety level
b. Support system
c. Motivation
d. Risk-taking behavior
e. Frame of mind
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f. Developmental stage
3. Experiential Readiness
a. Level of aspiration
b. Past coping mechanisms
c. Cultural background
d. Locus of control

4. Knowledge Readiness
a. Present knowledge base
b. Cognitive ability
c. Learning disabilities
d. Learning styles

C. LEARNING STYLES
- Enables teachers to orient learners in their preferred method of learning
- Kolb describe learning as stream of interconnectedness occurring in stages;
 Concrete experience of factual exposure to an event or situation
 Observation and reflection
 Conceptualization
 Generalization or generate knowledge

Four Learning Styles

 Divergers
- Prefers concrete experience and reflective observation.
- Uses imagination to solve problems
- Performs better with brainstorming, research, experiments
 Assimilators
- Learners who are more concise and logical in approach
- Prefers abstract conceptualization and reflective observation
 Convergers
- Are learners who are more concerned with problem-solving and uses this learning
style in finding solutions to practical issues.
- Prefers technical tasks and are less concerned with interpersonal aspects
 Accommodators
- They have “hands-on” learning experience that relies on intuition rather than logic.
- Tend to act on “gut” instinct rather than logical analysis. Rely on others for
information than do their own analysis.

BARRIERS TO EDUCATION
- Barriers can be physical, technological, systematic, financial, or attitudinal among
others.
II. HEALTH EDUCATION PROCESS

1. Student Factors
a. Physical Disability – barriers to educational services that includes lack of
ramps and/or elevators in multi-level school buildings, heavy doors, inaccessible
washrooms and transportation.

b. Negative attitudes and Stereotypes – lack of knowledge about and sensitivity

to disability issues on the part of educators, staff, and students makes it difficult
for students with disabilities to cope, adapt, and access educational services.

c. Poverty – this factors comes with charge fees that the family cannot afford to
meet such as requiring uniform or projects that are beyond the family budget.

d. Student’s Capabilities, Personal Beliefs, and Values – student’s genetic

endowment and cultural background determine the extent of substantive or
curricular comprehension and retention.

e. Students are More Likely to Drop out of school if Schooling is Irrelevant to

Realities – there is a need in the relevance of curricula and material for literacy
and numeracy, along with “facts and skills for life”.

2. Institutional Factors
a. Inadequate Physical Facilities and Funding – lack of adequate support and
funding from educational agencies.

b. Philosophy, Vision, Mission of Schools – schools may or may not adhere to

standards of education, hence students may leave school either less or more
prepared to face responsibility of working for a living.

c. The Legal Framework around Education can be Weak – lack of supporting

document such as birth certificate prevents admission of child from school.

d. Issues of Safety and Security Inside and Outside the School – parents less
likely allow their child to travel long distances to school due to risk of personal
safety.

e. Accountability Movement – seeks to hold school, teacher, and students

responsible for learning.

f. Perceived Lack of Support – organizations may distort the nature of health

education, accusing the programs of destroying values developed at home,
encouraging promiscuity, and undermining religious training.

3. Teacher Factors
a. Teachers’ Qualification and Values – ability of teacher to teach in terms of
personality traits and values.
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b. Knowledge, Skills, and Values of Teacher – facilitates cognitive learning and

stimulate students’ psychomotor process.

c. Inadequate Professional Preparation – this results to ‘anyone can teach

health’ misconception and the lack of administrative commitment.

d. Lack of Certification – handling professional courses are obliged to undergo

extensive training and must be skilled certified.

e. Encroachment of Other Discipline – this can be beneficial if those involved

are willing to share responsibilities, expertise and diverse approaches.

C.DEVELOPING A HEALTH EDUCATION PLAN

Planning and Conducting Classes

• Reaching an informal group like a mothers’ class or a formally organized activity
involving students like a seminar or symposium entails preparation and planning. This
ensures that the topic, chairman/moderator, speakers, logistics, physical set-
up/preparation and most especially, the participants are all well-organized and informed.

Developing A Course Outline or Syllabus

• The syllabus is a plan of the entire course, a course outline and program of study that an
educator prepares before the actual health education course begins.It is mor extensive and
detailed than a teaching plan which is also used interchangeably with lesson plan or
health education plan.

Selecting Content
1. The course objectives serve as the compass which will guide the teacher with topics,
subtopics, approaches and strategies.
2. Most important is the time to be alloted for each topic and this is where the course outline
will be of great help.
3. Avoid cramming too much information and details.
4. Give time for questions or interactive discussions.
5. Selection of method will depend on the objectives and type of kearning
6. The Methodology is also influenced by the course intent
7. The choice of teaching methods and strategies will also depend on the abilities and
interests of the teacher

Developing the teaching plan

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• The teaching plan is the educator’s compass in the voyage towards a successful teaching-
learning venture. What will determine the direction of the compass are the predetermined
goals and objectives which have been set by the learner and the teacher.

FORMULATING BEHAVIORAL OBJECTIVES

• Behavioural objectives act as the guide or compass of the educator in planning,
implementation and evaluation of teaching and learning outcomes.

Definition of terms: ( Bastable, 2003 )

a. Educational or instructional objectives are used to identify the intended outcomes of
the education process.
b. Behavioural or learning objectives make use of the modifier behavioral or learning to
indicate that they are action- oriented rather than content- oriented and learner-
centered rather than teacher- centered.
c. Goal- is the final outcome of what is achieved at the end of the teaching- learning
process; the desired outcome of learning.
d. Objective – is an specific, single, undimensional behavior

An objective is a statement of specific and short-term behavior that must be achieved first
before a goal is reached. It is deribved from a goal and must be consistent with it.
Three-part Method of Writing Behavioural Objectives
Taxonomy- is a classification, categorization or arrangement of things based on their
relationship with one another.
1. Cognitive
2. Affective
3. Psychomotor

The Three Domain of Learning

1. Cognitive- known as the ‘thinking domain’. The most influential mapping of the cognitive
terrain is still the extensive classification system devised by Benjamin Bloom and his
colleagues (1956, 1971) known as the “bloom taxonomy”

Six Levels of Cognitive behavior

1. Knowledge- ability to memorize, recall, define, recognize or identify specific
information like facts, rules, principles, conditions and terms.
2. Comprehension- ability of the learner to understand or appreciate what is being
communicated by defining or summarizing it in his or her own words
II. HEALTH EDUCATION PROCESS

a. Application- learner’s ability to use or relate ideas, concepts, abstractions and

principles in particular and concrete situations like figuring, writing, reading or
handling equipments
b. Analysis- ability of the learner to recognize, examine, scrutinize and structure
information by breaking it down into its constituent parts and specifying the
relationship between parts.
c. Synthesis- learner’s ability to put together or merge parts and elements into a
unified whole by creating a unique product or output that is written oral,
pictorial
d. Evaluation- learner’s ability to judge, assess or appraise the value, significance,
importance of something
2. Affective- the “feeling” domain
• Involves “increased internalization or commitment of feelings expressed as emotions,
interests, attitudes, values, appreciation and how these are incorporated into one’s
personality or value system

Levels of Affective Behavior

a. Receiving- ability of the learner to show awareness of an idea or fact or consciousness of a

situation or event in the environment and motivation to selectively focus on a data or
stimulus.
b. Responding- learner’s ability to react to an experience then voluntarily accept enjoy this
new experience
c. Valuing- learner’s ability to accept or regard the worth of a theory, idea or event where
there is definite willingness and intention to behave in a manner befitting that value
receiving and responding are prerequisite behaviors.
d. Organization- ability of the learner to sort out, categories, classify and prioritize values,
and integrating or adopting a new value into one’s present value system.
e. Characteristics- learner’s ability to integrate values into a total philosophy (way of life) or
world view (a paradigm, model or standard) and showing firm commitment and
consistency in applying these values into value system or a cluster (set) of values,
receiving, responding, valuing and organization are prerequisite behaviors.

TEACHING METHODS MOST COMMONLY USED IN THE AFFECTIVE DOMAIN

(Bastable, 2003)
 Affective Questioning: increases interest and motivation to learn about feelings, values,
beliefs and attitudes related to the lesson.
 Low-level affective questions- directed at stimulating learner awareness and
responsiveness to a topic.
 Mid-level affective questioning- determines strength of the belief and internalization of
value.
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 High-level affective questioning- probes or examines how deeply ingrained a value is.
Case Study: used to develop critical thinking skills by exploring beliefs, values and attitudes of
the participants who are actively participating rather than being neutral observers.
Role-playing: provides opportunities to practice new values learned, dissect the situation and
apply problem-solving to personal problems.
Simulation Gaming: Process games with flexible rules are controlled by the participants and are
used to attain the affective behavioral objectives through the learner’s active involvement in
goal-directed but not necessarily competitive activities.
Group discussion: provides opportunities for clarifying personal, social and moral values for
increasing self-awareness, self-discovery and self-acceptance.
3. Psychomotor- or the “skills domain” involves motor skills
-Easier to identify and measure because it includes primarily overt movement-oriented
activities that are easily observed.
FIVE LEVELS OF PSYCHOMOTOR OBJECTIVES
 Imitation- The learners follow what was observed and movements are gross, lacks
refinement and time or speed in its execution depends on the learner’s needs or readiness.
 Manipulation- The learners use written procedures or handouts as the guide and the time
and speed may vary.
 Precision- Logical sequence of actions is carried out and the learner’s actions are more
coordinated with lesser errors. Time and speed required are variable.
 Articulation- logical sequence of actions, movements are coordinated at a high level,
errors are limited. Time and speed required are within reasonable limits.
 Naturalization- sequence of actions is automatic, consistently high level of coordination
of movements, errors are almost nonexistent. Time and speed required are within
realistic limits and performance reflect a professional competence.
PHASES IN TEACHING PSYCHOMOTOR SKILLS
 Demonstration phase- this is a crucial phase where the instructor must be able to
smoothly, skillfully and successfully demonstrate the procedure which the student must
be able to see and hear clearly.
 Guided practice- the learner must be able to explore and manipulate the equipment right
after the demonstration.
 Mastery- is skilled, smooth and dexterous and is the final phase in the development of a
psychomotor skill.
ELEMENTS OF EFFECTIVE SKILL DEMONSTRATION
 Assemble all equipment ahead of time
 Make sure all equipment is in working order.
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 Do a “dry run” of the procedure and time the demonstration.

 Arrange the environment to be realistic as possible.
 Perform the procedure step-by-step, explaining as you go along.
 When appropriate, give the rationale as you go along.
 Refers to the handouts or textbooks to show fine points that may not visible to the
audience.
 Be sure to adhere to all principles of good nursing care like observance of aseptic
techniques, body mechanics and patient’s privacy.
 Consider performing the demonstration for the second time or have a student make a
return demonstration, without explanation to show the flow of the skill or activity.
ASSESSMENT OF PSYCHOMOTOR SKILL LEARNING
Skill performance checklists are commonly used which describe the step-by-step execution of
the procedure to achieve the goal of learning.
The checklist may contain:
• A rating scale with descriptors like adequate, good and excellent or poor, fair and
good.
• A number scale which is added to give a total score.

CHOOSING A TEXTBOOK/REFERENCES
Things to consider in the choice of textbook/references:
a. Consult publisher or their representatives for review copies of likely texts for you to
examine detail.
b. Students prefer texts which are clearly written and organized
c. Books written with a lot of examples and easy to understand style of writing is most
appreciated by the students.
d. The content scope and quality: credibility of authorship: format (table contents,
glossary, index, length, and graphics) quality of print and paper and the cost are very
serious considerations.
e. The accuracy and currency, and breadth and depth of content should also be
scrutinizef before making a decision.
CONDUCTING THE CLASS
1. First day activities:
1. Begin by greeting the class and introduce yourself especially if this is the first time you
are meeting the students.
2. Establish a pleasant atmosphere by welcoming everyone, reading their names with
correct pronunciation, and introducing a little humor.
3. Communicate your expectations regarding the course and course requirements.
II. HEALTH EDUCATION PROCESS

4. Discuss general classroom rules or policies regarding attendance, tardiness, eating in

class and bathroom break.
Subsequent meetings
1. Make sure that everyone is in the proper place and paying attention before you start the
class.
2. Don’t forget the usual amenities like greeting the class.
3. Briefly state the lesson of the day and its objectives.
4. Don’t just stand behind the desk.

APPROACHES IN TEACHING
Approach is a general plan or scheme to achieve an objective.
The approach specifies and describes the following components of instruction which are the:
1. Major goal of teaching
2. Nature of the subject matter
3. Teaching-learning process
4. Roles and responsibilities of the teacher
5. Expectations from students
6. Kinds of evaluation techniques
7. Suitable teaching methods and strategies to be employed.

TWO TRADITIONAL APPROACHES TO TEACHING

1. INDUCTIVE APPROACH begins with particular statements to general statements
a. It is also known as discovery method because as the learner is presented with
related details, specific or particular data, incidents or characteristics, he is able to
discover or arrive at a truth fact conclusion or generalization.
b. Inductive reasoning is a way of thinking from specific observation tl more general
rules.
c. The process of rationalization- a simple to a specific situation to a complex or
general one.
2. DEDUCTIVE APPROACH
a. Begins with general statement to specific statements
b. Solving a problem or difficulty is done by applying to it generalization that has
already been formed
. METHODS OF TEACHING
1. Inductive method- train the students to think logically
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2. Deductive method- trains him to postpone judgement until further verification is done
TEACHING AND LEARNING STRATEGIES AND METHODS
1. Strategy is a specific plan of action, a tactic or a scheme with the teacher devises to
achieve goals and learning objectives.
2. Instructional or teaching strategy is the overall plan for a learning experiences.
3. Instructional methods ae the techniques and approaches used by the teacher to make the
learning the content to be learned.
4. Methods are a way, an approach, or a process to communicate information.
Examples of methods
 Lecture, group discussion, one-to-one instructions
 Demonstration and return demonstration
 Gaming and simulation
 Roles playing and role modelling
 Self-construction models
 Computer- assisted instruction
 Distance learning techniques
5. Instructional materials or tools are actual means by which information is shared with the
learner.
EXAMPLES OF MATERIALS AND TOOLS:
 BOOKS
 VIDEOS
 POSTERS
6. DEVICE- is a teaching aid or tool, a visual aid or instructional aid.
7. TECHNIQUES refers to the art or skill of a teacher’s performance in teaching, the manner in
which a teacher applies a method to achieve an immediate objective.
THE COMPONENTS OF TEACHING OR INSTRUCTIONS
The process of teaching in nursing deals with the role of the teacher so reinforces or strengthens
the learning behaviors of students by using examples and models.
1. The first component of teaching is the employment of reinforces which are events that
strengthen responses and increase the probability of its recurrence.
HOW TO USE POSITIVE REINFORCEMENTS EFFECTIVELY
a. Knowledge of results
b. Information regarding results of written examinations
c. Grades
d. Rewarding students for “cooperative behavior”
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2. The second component is explaining or making things clear by using the right terminologies,
examples.
Strategies and methodologies for teaching and learning
1. Pedagogy (Art of Teaching Children)
a. Influenced by the readiness to learn and is subject matter-centered.
2. Andragogy (Teaching Adult Learners)
3. More problem-centered and more oriented to psychological task related to societal roles
and expectations.
Teaching Strategies and Methodologies are categorized into 4 major groups
1. Traditional teaching strategies
2. Activity- based teaching strategies
3. Computer- teaching strategies
4. Teaching of psychomotor skills
Traditional Teaching Strategies
I. Lecturing
 A highly structured method where the teacher acts as the resource person and
transmitter of knowledge to learners.
 Oldest teaching method
 Derived from the Greek word “lectura”

3 Parts of a lecture
1. Introduction
2. The Body of the Lecture
3. Conclusion

3 Approaches to help students toward closure

1. Review and summary
2. Application of what has been learned
3. Extend of what has been learned to new situations

II. Discussion

1. Group discussion
a. Formed when one or more person are gathered to discuss or resolve an issue and
problems under the guidance of its members.
2. Group conference (Post clinical nursing conference)
a. Enables students to exchange and compare notes and experiences and may help
each other’s out in identifying alternative ways of solving nursing problem
Four Discussion Leadership Skills to Keep the Discussion on Track
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1. Focusing
 Is concentrated effort or attention that is given to a particular task or thing
2. Refocusing is redirecting the group’s attention
 Going back to the issue on hand
3. Changing the focus
 When the topic has sufficiently discussed, it is usually time to shift to another
subtopic
4. Recapping
 To lift out or zero in an idea to make them more understandable

III. Questioning
1. What teachers need to give and what they need to ask form an important facet of teaching
strategies.
Types of Questions
1. Factual- are questions that can be answered from memory or by description
2. Clarifying Questions- Illuminating, revealing, informative questions
3. Higher order questions- Stimulate the student to establish relationship, compare and
contrast, rather than merely defining them
Activity- Based Teaching Strategies
2. These teaching strategy focus on the learner as the active participant in learning and
include cooperative learning, simulation and games, case studies and self-learning
modules which results to greater retention of knowledge.

A. Cooperative Learning
 A system of learning where the members of the group are aware that they are not only
responsible for their own learning but also the learning of others.
Types of Cooperative Learning Group
 Formal groups- Usually most effective in academic or classroom setting that in- service
or patient education department. Example students developing a thesis proposal.
 Informal groups- Can be used in any setting, even in the community. Example: a mother
class receiving lecture on proper care and handling newborn.
 Base cooperative learning groups- Could be most applicable to preceptorship programs
or new staff orientation.

B. Simulation
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 An imitation, recreation or representation of the structure of a real thing or situation with

which the learner actively participates and interacts with person or things in the
environment, applies previously learned knowledge to solve a problem.
 GAME- Any event or activity conducted in accordance with rules that involves varying
degrees of chance of luck and one or more players compete through the use of knowledge
or skill in attempt to reach a specified goal.
Types of Simulation
1. Written Simulation- paper and pencil presentation of actual problem or cases where the
student makes a decisions as if doing an actual performance in the situation. Feedback is
given for each decision made and the effects of the action which is incorporated into the
next decision.
2. Role- Played Simulation- Where once a person portrays the role of another whose primary
purpose is to help participants and observers obtain insights into the behaviors and feelings
of people.
3. Mediated Simulation- uses audio/ visual media to present a problem, case and task.
4. Computer simulation- Uses a computer to represent cases, provide information requested
by students, incorporate decisions to made and give feedbacks regarding effects of the
decision
C. Case Studies
- An analysis of an incident or situation in which characters and relationships are
described, factual or hypothetical events transpire and problems need to be resolved or
solved

D. Problem Based Learning

- An approach to learning that involves exposing the students to real life problems and
working together in small groups, analyzing the case, deciding what information they
need and then solving the problems

E. Self- Learning Modules

- Self- contained unit of package of study materials for use by an individual

Components of Self- Learning modules

1. Introduction and instructions- topic for a modules is a single concept. A course may
have several modules
2. Behavioral Objectives- state what the learner will be able to do upon completion of
the module
3. Pretest- Usually buy not always included but modules for staff development and
academic settings usually includes pretest.
4. Learning Activities
5. Self – evaluations
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6. Post-test

F. Critical Thinking Approach

- A shared responsibility between the teacher and learner. Learners are empowered because
they have the control of the learning process, the teacher acts as the mentor and
facilitator.

Strategies that Enhance Critical Thinking

1. Discussion- When the teacher and students engage in animated or lively discussion
2. Asking effective questions- Requires supported by explanations, theories, evidences
to develop critical thinking and creative skills.

Example: Socratic Method

- It is a way of questioning where the teacher responds to all questions.
Example: Structured Controversy
 Relies heavily on effective questioning controversy is deliberately introduced and used to
elicit critical thinking.

3. Text Interaction- students analyze the content of the reading materials instead of just
reading the article or book
4. Concept Mapping-Involves drawing which show the mental connection or
associations that students make between a major or central concept that teacher focus on.

Computer Teaching Strategies

 The role of technology in today’s cannot be overemphasized. With the recent
technological discoveries and advancement taking place by the nanosecond, the
information highway, has really expanded and traversed by people from all nations.
 Information Age where computers have practically taken over the operations of man’s
existence from the mundane (ordinary, everyday) activities of living to the conduct of
world politics, communications, business and even mankind’s survival.

Definition of terms
1. WWW- World Wide Web- is a network of information servers around the world that are
connected to the internet. It was created to display information.
2. Internet- is a huge global network of computers which was established to allow transfer of
information from one computer to another.
3. Web browser- a special software program that locates and display web pages like Netscape
navigator and interne explorer.
4. Web page- is a special type of document used by the servers of WWW.
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Technology in nursing education and communication

 Distance Education- means that the teacher and learner are separated from each other or the
student is not undergoing the traditional classroom education.
 Learning is achieved through online courses with the internet.
 Offers more flexible approach to learning.

Techniques used in Distance Learning

1. Online courses

2. Correspondence courses

3. Independent study

4. Videoconferencing

STRATEGIES THAT USE COMPUTER – ASSISTED INSTRUCTION (CAI) in

NURSING (deToryay & Thompson,1987)
1. TUTORIAL MODE – the simplest form provides information to the student in the form
of factual statements which are interspersed with predetermined questions and answers
from the computer.
2. DRILL – AND – PRACTICE - the computer presents a series of questions or problem
from previously learned material which the student must answer from recall.
3. SIMULATION- the computer is used
4. GAMES – both simulation and non- simulation games can be used with the computer.
The program is designed to:
a. TEACHING ID PSYCHOMOTOR SKILLS
i. Keep skill instruction separate form the cognitive and affective
behavioural components. Do not ask the learner to demonstrate two
different behaviours at the same time.
b. TEACHING METHODS MOST COMMONLY USED IN THE
PSYCHOMOTOR DOMAIN
 Demonstration and return demonstration
 Self- directed study
 Role- playing, peer teaching

The teaching of psychomotor skills is geared towards the learner’s actual performance to
gain the skills in performing procedures treatments or health behaviours independently.
METHODS OF EVALUATION
• Written or oral test, return demonstrations, case studies

• Observation, interview, self- reports and self- monitoring

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• Journals or learning feedback diaries.