BACHELOR OF SCIENCE IN NURSING:

HEALTH EDUCATION
COURSE MODULE COURSE UNIT WEEK

1 3 4

Health Education Process

 Read course and unit objectives

 Read study guide prior to class attendance
 Read required learning resources; refer to unit
terminologies for jargons
 Proactively participate in classroom discussions
 Participate in weekly discussion board (Canvas)
 Answer and submit course unit tasks

At the end of this unit, the students are expected to:

Cognitive
1. Define Education Process
2. Determine Assessment of learning Needs
3. Understand the criteria for prioritizing a need
4. Discuss determinants to learning

Affective
1. Appreciate how the teaching-learning process can be applied in various health
 settings
2. Listen attentively during class discussions
3. Demonstrate tact and respect of other students’ opinions and ideas
4. Accept comments and reactions of classmates openly.
Psychomotor:
1. Participate actively during class discussions
2. Express opinion and thoughts in front of the class
2. Follow Class rule and Apply Netiquettes

Nurse as Educator “Principles of Teaching & Learning for Nursing Students” 5th Edition
Susan Bastable, 2019.

Education Process The education process is a systematic, sequential, logical,

scientifically based, planned course of action consisting of two major interdependent
operations: teaching and learning. This process forms a continuous cycle that also
involves two interdependent players: the teacher and the learner.
The education process is similar across the practice of many of the health professions.
The education process like the nursing process consists of the basic elements of
assessment, planning, implementation, and evaluation. The education process focuses
on the planning and implementation of teaching based on an assessment and
prioritization of the clients.
 learning needs, readiness to learn and learning styles.
Assessment of the Learner Learning needs are gaps in knowledge that exist between the
desired level of performance and actual level of performance.
• Identify the learner
• Choose the right setting
• Collect data about the learning
• Collect data form the learner
• Involve the member of the healthcare team
• Prioritize the needs
• Determining the availability of available resources
Criteria for Prioritizing Need
Mandatory: Needs that must be learned for survival or situations in which the
learner’s life or safety is threatened
Desirable: Needs that are not life-dependent but are related to well-being or the
overall ability to provide quality care in situations involving changes in institutional
procedure
Possible: Needs for information that are “nice to know” but not essential or required
or situations in which the learning need is not directly related to daily activities
Readiness to learn can be defined as the time when the learner demonstrates an interest
in learning the type or degree of information necessary to maintain optimal health or to
become more skillful in a job.
• Physical readiness Measures of ability of complexity of task, environmental
effects, health status and gender
• Emotional readiness includes support system, motivation, risk-taking behavior,
frame of mind, developmental stage
• Experiential readiness: Past coping mechanisms, cultural background, locus of
control, orientation
• Present knowledge base: Cognitive ability, learning disabilities, learning styles

Learning Styles

 Learning style refers to the ways individuals process information (Guild & Garger,
1998).
 Learning styles as the way the learners that learners learn that takes into account
the cognitive, affective and physiological factor
 Each learner is unique and complex
 The learning style models are based on the characteristics of style are biological
in origin, others are sociologically developed as a result of environmental
influences.
 Recognizing that people have different approaches to learning.
Determining Learning Style

• Observation of the learner in action can ascertain how the learner grasp
information and solve problems
• Interview the educator can ask the learner about preferred ways of learning and the
environment most comfortable for learning
• Administration of learning style instruments, understanding and recognizing various
learning style can influence decision about planning, implementing and evaluating
educational programs
 Right Brain/Left Brain and Whole brain thinking
There is no “correct” or “wrong” side of the brain. Each hemisphere gathers in
the same sensory information but handles the information in different ways.
One hemisphere may take over and inhibit the other in processing
information, or the task may be divided between the two sides, with each
handling the part best suited to its way of processing information. Knowledge
of one’s own brain hemispherical performance can aid educators in identi-
fying strengths and weaknesses in their teaching methods.

 Dunn and Dunn Learning Style

In 1967, Rita and Kenneth Dunn set out to develop an instrument that would
assist educators in identifying those characteristics that allow individuals to
learn in different ways. The Dunn and Dunn Learning Style Inventory is a self-
reporting instrument that is widely used in the identification of how individuals
prefer to function, learn, concentrate, and perform in their educational
activities.

 Kolb’s Learning Theory

David Kolb (1984), developed an experiential learning model in the early

1970s. Kolb believes knowledge is a transformational process that is
continuously created and recreated. Learning is a continuous process
grounded in the reality that the learner is not a blank slate.
Kolb’s theory on learning style is that learning is a result of past experiences,
heredity, and the demands of the present environment. These factors
combine to produce different individual orientations to learning. Knowing each
learner’s preferred style, the nurse educator is better equipped to assist
learners in refining or modifying these preconceived ideas so that real
learning can occur.

 Howard Gardner (1983) developed a theory focused on Intelligence, which is

useful in looking at styles of learning in children. He based his theory on
findings from brain research, developmental work with children, and
psychological testing. testing. He identified nine kinds of intelligence located
in different parts of the brain: linguistic, logical-mathematical, spatial, musical,
bodily kinesthetic, interpersonal, intrapersonal. Naturalistic, Existential. All
learners have all the kinds of intelligence but in different proportions.
 th
Nurse as Educator “Principles of Teaching & Learning for Nursing Students” 5 Edition
Susan Bastable,
Population Specific. https://www.upstate.edu/hr/document/pop_spec_clin_ss.pdf

Educator – a person who provides instruction or education; a teacher.

Learning – the acquisition of knowledge or skills through experience, study, or by being
taught.
Readiness – the state of being fully prepared for something
Role – the function assumed, or part played by a person or thing in a particular situation.
Style – a distinctive appearance, typically determined by the principles according to which
something is designed.

. Submit your answers online in Word document format (no less than 200 words).
1. Assess your own family and determine their learning needs in this time of pandemic.
2. What are the indications of an individual’s readiness to learn? Provide examples and
behavior observe

Bastable, Susan (2019), Nurse as Educator: Principles of Teaching and Learning for

Nursing Practice, 5th edition, Jones & Bartlett Learning, LLC