HEALTH EDUCATION

Course Code: NCM 102

SECOND SEMESTER F.Y. 2020-2021

Glaiza P. Salvador, RN
Clinical Instructor
COURSE DESCRIPTION:
The course includes discussions of concepts, principles, theories, and strategies of clinical and
classroom teachings. It provides critical thinking activities for students to apply concepts of learning
and teaching and appreciate the nurse's role as a teacher in various settings. It further provides
experiences to develop beginning skills in designing and applying a teaching plan using the nursing
process as a framework in the Related Learning Experience and classroom settings.
VALUE AIMS:
This course shall guide the students to develop genuine love and service by demonstrating the proper
attitude, knowledge, and skills in care of clients. Specifically, the students will be able to show
compassion, charity, kindness and respect to the individual client, family, and community noble in
serving the people of the world specially the underserved, poor and marginalized Filipinos. Moreover,
the students will manifest higher level of political, social, spiritual and health related consciousness,
and to develop patience, diligence, assertiveness, and efficiency within the standard of nursing practice
that will maintain and sustain the Culture of Excellence.
COURSE REQUIREMENTS:
• Portfolio (for ILG students) and e-portfolio (for LMS students)
• Unit or chapter exams
• Completion of LMS/ILG hours
• Attendance and participation to synchronous classes
• Written Requirements (Journals, research paper and reaction paper)
• Quizzes, Term and Comprehensive exams

GRADING SYSTEM:
Lecture Grading System
Preliminary grade: MG – Midterm Grade
PG = AQ+CS+TT CMG – Cumulative Midterm Grade
3 SFG – Semi – Final Grade
Where: CSFG – Cumulative Semi – Final Grade
PG – Preliminary Grade CTTP – Cumulative Term Test Percentage
AQ – Average Quiz TTP – Term Test Percentage
CS – Class Standing CEP – Comprehensive Examination Percentage
TT – Term Test FG – Final Grade
CFG – Cumulative Final Grade
For Learning Management System (LMS)
• A permanent official LMS account provided by the administration should be used by the student
throughout the course.
• All students must be at least logged-in 15 minutes before scheduled synchronous classes.
• All students must conduct themselves with discipline throughout the entire class and during
consultation hours.
• No profane, indecent, and vulgar words should be used in the LMS interface and in the ILG.

For Institutional Learning Guide (ILG)

• Sharing of materials to other students and individuals outside the institutions is strictly prohibited.
• Submission of requirements and outputs should be on the date or schedule set by the instructor.
• Cheating in any form is PROHIBITED

Table of Contents

PRELIMINARIES – COURSE DETAILS

PRELIMS COVERAGE
CHAPTER 1: HEALTH EDUCATION PERSPECTIVE
LESSON 1: Historical Development in Health Education
LESSON 2: Issues and Trends in Health Education
LESSON 3: Theories in Health Education

CHAPTER 2: PERSPECTIVE ON TEACHING AND LEARNING

LESSON 1: Overview of Education on Health Care
LESSON 2: Concepts of teaching, learning, education process vis-à-vis nursing process, historical
foundations for the teaching role of the nurse
LESSON 3: Role of the Nurse as a Health Educator
 CHAPTER 2: PERSPECTIVE ON TEACHING AND LEARNING
LESSON 1: Overview of Education on Health Care
LESSON 2: Concepts of teaching, learning, education process vis-à-vis nursing process,
historical foundations for the teaching role of the nurse
LESSON 3: Role of the Nurse as a Health Educator

Intended Learning Outcomes:

After studying this chapter, the student is expected to:
1. Discuss the role and importance of education on health care
2. Enumerate the different roles of a nurse as a health educator
3. Discuss the concepts on teaching, learning, education, and nursing process
4. Appreciate the different hallmarks of an effective teaching in nursing
5. Appreciate the importance of education
6. Discuss the concepts on learning and learning theories
7. Differentiate the learning styles of students/learners
8. Formulate a sample course syllabus and/or session design

Keyterms
education
educator
education process
health
health care process
health educator
learning
nursing process
patient teaching
LESSON 1: OVERVIEW OF EDUCATION ON HEALTH CARE

1. Education
- an attractive process of imparting knowledge through sharing, explaining, clarifying
and synthesizing the substantive content of learning process in order to arrive at a
positive judgement and well-developed wisdom and behavior (Kozier: 2004)

- Is likewise an application of several teaching and learning principles which comprise a

body of knowledge and research finding ultimately meant to result in the formation of
expected behavior of an individual (Heidgerken: 1971). Education must provide
adequate learning opportunities which allow an individual to demonstrate lifelong
values which enable her to contribute fully to the development of a peaceful and just
society.

2. Health
–is sense of being physically fit, mentally stable and socially comfortable. It
encompasses more than the state of free of disease (Kozier: 2004). According to WHO,
health is a “state of absence of disease or infirmity”. This encompasses the ability of an
individual to perform tasks expected even if some manifestations of illness are felt.

-A condition that permits optimal functioning of individual to live most and to serve best
in her personal and social relationship (Sharman: 1948)

-is the process which an individual strives for a stable equilibrium and a forward
movement of one’s personality. It is the ability of an

-Individual to adapt to constant change which will make life easier and faster.
(Hildegarde Peplau)

-A state when an individual has met needs and no anticipated or actual impairment of
the body that is manifested.

3. Learning
 – is the acquisition of knowledge of all kinds such as abilities, habits, attitudes, values
and skills (Calderon: 1998) primarily to create change in an individual. It is a gradual,
continuous process throughout life.

4. Patient teaching
– is basic function of nursing, the concept of patient teaching is perceived as a legal and
moral requirement and function of licensed nursing personnel and defined as a system
of activities intended to produce learning and change in client behavior (Nursing
Fundamental: 1995)

-A dynamic interaction between the nurse as a teacher who provides all the needed
information for the learners to acquire knowledge. The patient as a learner internalizes
this information as basis for his daily routines and activities in promoting and
maintaining health.

5. Teaching
–is a process of providing learning materials, activities, situations, and experiences that
enable the clients or learners to acquire knowledge, attitudes, values, and skills to
facilitate self- reliant behavior (Calderon: 1998). Teaching is a consequential process,
where the teacher demonstrates, and the learner appreciates what is shown and to
internalized what is seen and heard.

LESSON 2: CONCEPTS OF TEACHING, LEARNING, EDUCATION PROCESS VIS-À-VIS

NURSING PROCESS, HISTORICAL FOUNDATIONS FOR THE TEACHING ROLE OF THE
NURSE

THE EDUCATIONAL PROCESS

 The educational process is a systematic, sequential, logical, scientifically based,
planned course of action consisting of teaching and learning (Bastable: 2007). It is
a cycle that involves a teacher and a learner. A teaching learning process occurs
before eh lesson begins and continues after the last lessons ends. This includes
the following:

1. Assessment
- A process which provides the nurse educator with information regarding the students’
transfer knowledge and skills to the learners.
Refer to the gathering of data about the learner’s group of learners demographic
profile, skills and abilities needed in identifying the most appropriate teaching
strategies.

2. Planning
-Is a carefully organized written presentation of what the learner needs to learn and
how the nurse educator is going to initiate the teaching process.

-Includes culturally relevant skills for the learner, the goals of learning, type of teaching-
learning setting such as: classroom, laboratory, clinical or ward setting.

-It indicates teaching timeline and specific sets of learner activities.

3. Implementing and appreciation of teaching plan

-Is the point where the theoretical and the practical aspect of the teaching –learning
process meet as the teacher implies the plan

-This includes the procedure or techniques and strategies that the teacher will use to
best implement the plan.

4. Evaluating
-Evaluation is the measurement of the teaching-learning performance of both the
teacher and the learner

-The evaluation must be constructive and objective with the purpose of creating
effective change in the behavior of both the teacher and the learner in terms of input,
process, and output.
THE HEALTH CARE PROCESS
- Provides the necessary tool to enable the health care worker to render quality care to
patients. It helps determine the clients’ health needs. It emphasizes the need to
manage and maximize health by managing risk factors and encouraging healthy
behaviors.

- Is a scientific, and systematic, problem-solving approach used to identify, prevent, and

treat actual or framework in which nurses use their knowledge and skill to express
human caring.

- Is an orderly, systematic manner of determining the client’s problems, making plans to

solve the problems, initiating the plan, or assigning others to implement the plan, and
evaluating the extent to which the plan has effectively resolved the problems identified
(Kozier: 2004).

Purposes of the Health Care Process

1. Provides a tool to enable the nurse to render quality – nursing care to client.
2. Helps identify the client’s health care needs, and determine priorities of care and
expected outcomes
3. Establishes nursing intervention to meet client-centered goals
4. Provides nursing intervention to meet the needs of the clients.
5. Achieve scientifically based, holistic and individualized care.
6. Takes the opportunity of working collaboratively with clients and other members of
the health care team.
7.Achieves continuity of care to the clients.

Nature of the Health Care Process

1. The nursing process is dynamic and cyclic. Each step may be reviewed and revised
according to changing client responses to nursing interventions, which may require
revisions in the plan of care.

2. The nursing process is organized and goal-directed, the plan of care and nursing
intervention is organized carefully to meet the client’s goal of care.
3. The nursing process is an intellectual process. Nurses’ 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 Health Care Process
1. Systematic
-nursing process has an ordered sequence of precise and accurate activities. Preceding
activities influence activities following them.

2. Dynamic
-NP provides active interaction and interaction among activities. Current activity is
necessary to influence future activities.

3. Interpersonal
-NP ensures that nurses are client-centered rather than task-centered. The nursing
process encourages nurses t work and help clients use their strength to meet their own
needs.

4. Goal-directed
- NP is a means for nurses and clients to work together to identify specific goals related
to wellness promotion, disease and illness promotion, disease and illness prevention,
health restoration and coping with altered functioning

5. Universally Applicable
- NP allows nurses to practice nursing with well or sick people young and old, regardless
of race, creed, and religion in any practice setting.
Setting in the Health Care Process
Following are the steps in the nursing process (Kozier: 2004)

1. Assessment – includes gathering of data about the system, the individual, family, or
community and recording of all needed information. Data are gathered through
interview, physically examination, research, and review of records.

 Purposes of assessment
a. Predict, detect, prevent, manage, or eliminate health problem.
b. Clarify expected outcomes
c. Develop specific plan
d. Review of records. Nursing assessment involves data gathering about the patient
from a variety of sources.
e. Initiates the intellectual process in sorting and classifying gathered data,
recognizing patterns and discrepancies, comparing these data with norms, and
identifying client response to health problems that are amenable to nursing
interventions (Kozier: 2004).

2. Planning – is the formulation of nursing care plan on which the nurse works with the
client to set goals and objectives and predict outcomes. Planning identifies nursing
actions for preventing, correcting, and relieving health problems and developing specific
interventions as stated in the nursing care plan.

Planning is done in order to:

a. Detect, prevent, and manage health problems
b. Promote well-being and anticipate potential problems
c. Allocate and utilize possible resources to achieve desired outcome.

3. Implementing – is the actual outcome of the plan. This helps determine client’s
progress towards meeting expected outcomes and goals. Nurses document this plan in
appropriate forms such as “nursing progress notes”. They put the plan into action in
order to:
a. Assess appropriateness of intervention
b. Perform intervention
c. Make immediate changes
 d. Chart and monitor progress of clients

4. Evaluating – involves the collection of pertinent and reliable data about the process
and outcome of care. The quality of nursing care that is provided is analyzed and results
are compared with expected outcome criteria.

5. Documentation – establishes a written record of assessment. The care provided and

patient’s response which is an integral part of each step of the nursing process.

Education and the Health Care/Nursing Process Differentiated

- The education process is often confused with the nursing process because both have
the same elements such as assessment, planning, implementation, and evaluation. The
two are however in terms of focus.

Nursing process focuses on the planning and implementing of care based on the
assessment and diagnosis of physical and psychological needs of client, while the
education process focuses on the planning and the implementation of teaching based
on the assessment and prioritization of students’ needs, readiness to learn and learning
styles.

* Nursing Process Education Process

Assessment Ascertain learning needs,

Appraise physical and
readiness to learn and
psychological needs
learning style

Develop care plan based
on mutual goal setting to
meet individual needs
Implementation
Carry out nursing care
interventions using
standard procedure
Planning
Develop teaching plan
Perform the act of
teaching based on
instructional methods
and tools
Evaluation
Determines behavior and
changes

Determine physical and

psychosocial outcomes.
LESSON 3: ROLE OF THE NURSE AS A HEALTH EDUCATOR

The health educator is:

1. The primary source of knowledge of learners;
2. The primary catalyst for the learning process;
3. A role model for nursing students;
4. An active facilitator, who demonstrates and teaches patient care to nursing students
in the classroom and clinical settings;
5. A source of health care information and patient care to clients of care; and
6. Is diligent; keeps abreast of developments in his or her field through continuing
education, reading of nursing journals, ad active participation in workshop and
seminars.

Function of a health educator

A health educator is a practitioner professionally prepared in the field of health
education, who demonstrate competence in both theory and practice and accepts
responsibility in advancing the aims of the health-education process (De Young, 2003)

A health educator performs the following:

1. Collaborates with health specialists and civic groups in assessing community health
needs and availability of resources and services and in developing goals for meeting
health needs of clients.

2. Designs and conducts evaluation and diagnostic studies to assess the quality and
performance of health educations programs.

3. Develops and implements health education and promotion programs such as training
workshops, conferences and school or community projects.

4. Develops operational plans and policies necessary to achieve health education

objectives and services.

5. Develops, conducts, or coordinates health needs assessment and other public health
survey.
6. Prepares and distributes health education materials, such as reports, bulletins and
visual aids like films, videotapes, photographs, and posters.

7. Provides guidance to agencies and organizations in the assessment of health

education needs in the development and delivery of health education programs.

8. Provides program information to the public by preparing and issuing press releases,
conducting media campaigns and or maintaining program-related websites.

9. Promotes and maintains cooperative working relationship with agencies and

organization interested in public health nursing.

10. Develops and maintains health education libraries to provide resources for staff and
community agencies.

11. Develops, prepares, and coordinates grant applications and grant –related activities
to obtain funding for health education programs and related work.

12. Documents activities, record information such as number of programs completed,

nursing action implemented, and individual assisted.

13. Maintains databased, mailing lists, telephone networks, and other information to
facilitate the functioning of health education programs appropriate health records.
Using these principles ensures that the nurse meets the requires standard of care in any
nursing situation.