Modules 1 & 2

Health Education and its

Perspective

NCM 102: HEALTH EDUCATION

OBJECTIVES
 Know the definition and purpose of health
education.

 Determine the issues and trends in health

education
OBJECTIVES
 Understand the different perspectives in
health education

 Describe the different theories in health

education and its application in the
assessment of client learning need and
development of health education plan.
 OVERVIEW
Definition of Terms
 Education Process
 Teaching
 Instruction
 Learning
 Patient Education
 Staff Education
 OVERVIEW
TEACHING & INSTRUCTION IS…

 Formal
 Structured
 Organized Activities
 Produces Learning
Figure 1: Education process
parallels Nursing process
 HEALTH EDUCATION

- “client teaching”

- system of activities intended to produce health

or illness related learning.

- It may cause changes in behavior or lifestyle.

 ROLE of NURSES in HE

- Article VI, section 28 of the RA 9173

(Philippine Nursing Act of 2002) states that
one of the duties of a nurse is to “provide
health education to individuals, families and
communities.”
IMPORTANCE OF HE
HISTORICAL
DEVELOPMENT
 Mid- 1800’s –nursing was recognized as
unique discipline. Teaching has been
recognized as an important health care
initiative assumed by the nurses.
 Focus is not only on the care of the sick but also on
education other nurses for professional practice.
 Florence Nightingale is the ultimate educator
because she dedicated a large portion of her career in
educating those who are involve in the delivery of
health care (Physicians, nurses, health officials)
 Teaching today is now within the scope of nursing
practice responsibilities.
 Nurses are expected to provide instruction to
assist the consumers in:
 Maintaining optimal level of wellness
 Prevention of diseases, manage illness, and
 Develop skills to give supportive care to family
members.
 From disease oriented. . . we now focus on
prevention-oriented patient education to
ultimately become health-oriented patient
education.
 The role of nurse educator evolved from healer to
expert advisor/teacher to facilitator of change.
 Another role of nurses educator is training the
trainer.
 Early 1900 – public health nurses in the US
began to understood the importance of
education in the prevention of disease and
maintenance of health

 1918 – NLNE (National League for Nursing

Education) observed the importance of health
teaching as a function within the scope of
nursing practice.
 1950 – NLNE identified the course content
dealing with teaching skills, developmental
and educational psychology, and principles of
educational process of teaching and learning
as areas in the curriculum common to all
nursing schools.
 Today – state nurse practice acts (NPAs)
universally include teaching within the scope
of nursing practice.
 Nurse Educator’s role evolved from:
 Disease-oriented approach to Prevention-oriented
approach
 Wise healer to expert advisor/teacher to facilitator
of change.
SOCIO-ECO-POLITICAL FACTORS
AFFECTING NURSING PRACTICE
AND HEALTH CARE SYSTEM
 Growth of managed care, shifts in payer
coverage, & reimbursement issues for
provision of health care
 Health providers are beginning to recognize
the economic and social values in practicing
preventive medicine through health education.
 Political emphasis is on productivity,
competitiveness in the marketplace, and cost-
containment measures to restrain health
services expenses.
 The focus of nursing practice is now on
patient education.
 Consumers are demanding increased
knowledge and skills about how to care for
themselves and how to prevent disease.
 Demographic trends are requiring an
emphasis to be placed on self-reliance and
maintenance of a healthy status over an
extended lifespan.
 Causes of morbidity and mortality are now
recognized as lifestyle-related and preventable
through educational intervention.
 Increase in the incidence of chronic and
incurable conditions leads the people to
become informed participants to manage their
own illnesses.
 Advanced technology
 Earlier hospital discharge
 Increased number of self-help groups
PURPOSE OF RESEARCH in HE

 Research must be conducted on the benefits

of patient education as it relates to:
 Potential of increasing the quality of life
 Leading a disability-free life
 Decreasing the costs of healthcare; and
 Managing independently at home through
anticipatory teaching approach.
 Research must be conducted on the benefits
of teaching methods & tools using the ff.:
 Computer-assisted instruction
 Distance learning
 Video and audiotapes for home use
 Internet access to health education
ETHICAL PRINCIPLES
 AUTONOMY
 VERACITY
 NONMALIFEASANCE
 CONFIDENTIALITY
 BENEFICENCE
 JUSTICE
LEGALITY OF PATIENT
EDUCATION AND INFORMATION

 The patient’s right to adequate information

regarding his or her physical condition,
medications, risks, and access to information
regarding alternative treatments is specifically
spelled out in the Patient’s bill of Rights.
DOCUMENTATION
 Health teaching should be properly
documented in the patient’s record.
Unfortunately, this is probably the most
undocumented skill because nurses do not
recognize the scope and depth of the teaching
they do.
THEORIES IN HEALTH
EDUCATION
HEALTH PROMOTION Theory

- Nola Pender

- “a positive dynamic state not merely the

absence of disease.”
HEALTH PROMOTION Theory
HEALTH PROMOTION Theory
Major Concepts of the HP Model:

- Health Promotion
- Individual Characteristics and Experiences
- Behavior-specific cognitions & affect
- Behavioral outcomes
HEALTH PROMOTION Theory
Subconcepts of the HPM:

 Personal Factors – predictive of a given

behavior; shaped by nature of the target
behavior
- Personal biological factors
- Personal psychological factors
- Personal socio-cultural factors
HEALTH PROMOTION Theory
Subconcepts of the HPM:

 Perceived Benefits of Action

 Perceived Barriers to Action
 Perceived Self-Efficacy
 Activity-Related Affect
HEALTH PROMOTION Theory
Subconcepts of the HPM:

 Interpersonal Influences - cognition

concerning behaviors, beliefs, or attitudes of
the others.
 Situational Influences - personal perceptions
and cognitions of any given situation or
context that can facilitate or impede behavior.
HEALTH PROMOTION Theory
Subconcepts of the HPM:

 Commitment to Plan of Action

 Immediate Competing Demands and
Preferences
- Competing demands
- Competing preference
 Health-Promoting Behavior
SELF-EFFICACY Theory

 Albert Bandura

 "the belief in one’s capabilities to organize

and execute the courses of action required to
manage prospective situations."
SELF-EFFICACY Theory
SELF-EFFICACY Theory

 How does self-efficacy develop?

 Mastery experiences
 Social Modeling
 Social Persuasion
 Psychological Responses
HEALTH BELIEF Model

 HBM a tool that is used to try and predict

health behaviors
HEALTH BELIEF Model

 Major Concepts:
 Perceived Severity
 Perceived Susceptibility
 Perceived Benefits
 Perceived Barriers
 Cues to action and Self-efficacy
PRECEDE-PROCEED Model

 provides a comprehensive structure for

assessing health and quality of life needs, and
for designing, implementing, and evaluating
health promotion and other public health
programs to meet those needs…
 The model is multidimensional and is founded
in the social/behavioral sciences,
epidemiology, administration, and education
PRECEDE-PROCEED Model
PRECEDE-PROCEED Model
 PRECEDE-PROCEED model is a
participatory model for creating successful
community health promotion and other public
health interventions. It is based on the premise
that behavior change is by and large
voluntary, and that health programs are more
likely to be effective if they are planned and
evaluated with the active participation of
those people who will have to implement
them, and those who are affected by them.
PRECEDE-PROCEED Model
 2 distinct parts:
 EDUCATIONAL DIAGNOSIS
 P - Predisposing
 R - Reinforcing
 E - Enabling
 C - Constructs in
 E - Educational
 D - Diagnosis
 E – Evaluation model
PRECEDE-PROCEED Model
 2 distinct parts:
 ECOLOGICAL DIAGNOSIS
 P - Policy
 R - Regulatory, and
 O - Organizational
 C - Constructs in
 E - Educational and
 E - Environmental
 D - Development
References:
Books:
 Health Education for Nursing and other Allied Professions, 1st edition, 2011; C. Castro
 Teaching Strategies in Health Education; L. Ramos, et.al
 Nurse as Educator, 5th edition; S. Bastable

Online:
 Nola Pender: Health Promotion Model (Theory Guide) - Nurseslabs
 Self Efficacy and Why Believing in Yourself Matters (verywellmind.com)
 The Health Belief Model and Behavior Change (verywellmind.com)
 Precede - Proceed Model (slideshare.net)
 THANK YOU
Prepared by:
OWEN MARI L. DOMONDON, BSPsych, RN