Trends and

Issues in Health
Education
Social, Economic, and Political
Trends Affecting Health Care

MS. AJ PELONGCO MN, RN

Significant forces affecting nursing
practice and healthcare system:

 1. Establishment of national health goals and

objectives for the future.
Goal:
Healthy People 2030:
National Promotion and Disease Prevention
Objectives
Objectives:
The development of effective health education
programs to:
a. assist individuals to recognize change and
risk behaviors
 Objectives:

 b. adopt or maintain protective

health practices
 c. make appropriate use of
healthcare delivery systems

Note: Nurses embody the

professional philosophy of holistic
care and are capable of making a
real difference in educating people
so that they can attain and
maintain healthy lifestyle.
The Global Challenge for Government
Transparency: The Sustainable
Development Goals (SDG)
 n 2015, 195 nations agreed with the United Nation that
they can change the world for the better.
 This will be accomplished by bringing together their
respective governments, businesses, media, institutions
of higher education, and local NGOs to improve the lives
of the people in their country by the year 2030.
Here’s How:
SDG 2030
 Eliminate Poverty
 Erase Hunger
 Establish Good Health and Well-
Being
 Provide Quality Education
 Enforce Gender Equality
 Improve Clean Water and Sanitation
SDG 2030
 Grow Affordable and Clean Energy
 Create Decent Work and Economic Growth
 Increase Industry, Innovation, and
Infrastructure
 Reduce Inequality
 Mobilize Sustainable Cities and Communities
 Influence Responsible Consumption and
Production
SDG 2030

 Organize Climate Action

 Develop Life Below Water
 Advance Life On Land
 Guarantee Peace, Justice, and
Strong Institutions
 Build Partnerships for the Goals
Issues and trends…
 2. The growth of managed care,
the shifts in payer coverage,
and the issue of reimbursement
for the provision of health care
have placed an increasingly
greater emphasis on outcome
measures, achievable primarily
through success of patient
education efforts.
 3. Health providers are beginning to
recognize the economic and social
values in practicing preventive
medicine through health education
initiatives.

4. Political emphasis is on
productivity, competitiveness in the
marketplace, and cost-containment
measures to restrain health service
expenses.
5. The healthcare reform movement is
opening up new avenues for expansion of
preventive and promotion education
efforts directed at communities, schools,
and workplaces in addition to the
traditional care settings.

6. Continuing education has come to the

forefront as a potential answer to the
challenge of ensuring the competency of
practitioners.
 7. The interest that continues to be
exhibited by nurses in defining their
own role, body of knowledge, scope
of practice, and professional
expertise has focused on patient
education as central to the practice
of nursing.
8. Consumers are demanding
increased knowledge and skills
about how to care for themselves
and how to prevent disease.
 9. Demographic trends: aging of the
population-are requiring an
emphasis to be placed on self -
reliance and maintenance of a
healthy status over an extended
lifespan.
10. Among the major causes of
morbidity and mortality are those
diseases now recognized as being
lifestyle-related and preventable
through educational interventions.
 11. The proportionate increase in the
incidence of chronic and incurable
conditions necessitates that
individuals and families become
informed participants to manage
their own illnesses.
12. Advanced technology is
increasing the complexity of care
and treatment as well as diverting
large numbers of patients from
inpatient healthcare settings to
community-based settings.
 13. Earlier hospital discharge is
forcing patients and their families to
be more self-reliant while managing
their own illnesses. Patient teaching
can facilitate an individual’s adaptive
responses to illness.

14. Patient education improves

compliance, health, and well-being.
15. An increased proliferation
in the number of self-help
groups established to support
clients in meeting their physical
and psychosocial needs.
HEALTH EDUCATION
➢ Refers to the act of providing information and learning
experiences for the purpose of behavior change for health
betterment of the client
➢ The totality of experiences which favorably influence
- habits
- attitudes
- knowledge relating to:
* individual
* community
* racial health
➢ A process with intellectual, psychological, and social
dimensions relating to activities that increase the abilities of
people to make informed decisions affecting their:
- personal
- family
- community wellbeing
➢ The nurse as health educator provides information geared to
the:
* promotion and maintenance of health
* prevention of illness
* development of self-reliant behaviors
 PRINCIPLES OF TEACHING AND
LEARNING RELATED TO HEALTH
LEARNING – acquisition of knowledge of all kinds such as:
* abilities
* habits
* attitudes
* values
* skills
TEACHING – process of providing learning materials, activities, situations,
experiences that enable students or learners acquire knowledge,
attitudes, values, and skills in order to facilitate self-reliant behavior
A. DEVELOPMENTAL STAGES OF THE LEARNER ACROSS THE LIFESPAN
CHARACTERISTICS AND DEVELOPMENTAL MILESTONE OF EACH STAGES OF
DEVELOPMENT
1. Growth and development is a continuous process (conception to death)
2. A child develops gradually, visibly, and continually
3. The rate at which children pass through developmental stages differs widely,
depending on individual maturation rates, and their culture
4. Children pass through each stage before progressing to another more
complex development

“ NO ONE CAN SKIP ANY

DEVELOPMENTAL
STAGE”
LEARNING TASK INHERENT IN EACH STAGE:
1. INFANCY – SENSORIMOTOR STAGE OR PRACTICAL INTELLIGENCE (0-1
YEAR)
➢ A child first develops tuning sensory and motor capacities (hearing/sight)

➢ Shown in their reflex behavior in response to stimulus the infant is in

contact with

➢ Their thinking is limited to how the world responds to their physical

actions.
➢ Has no representations of objects in memory which literally means that
any object that is “out of sight” is “out of mind”
2. TODDLER – PRECONCEPTUAL TO PREOPERATION STAGE (1 -3
YEARS OLD)
➢ PREOPERATION STAGE – characterized by perceptual dominance
(mental operation)
- can classify objects into toys and non-toys

➢ Refers also to an incomplete stage of development

➢ Language development also occurs at this stage
➢ Can formulate a number of concrete concepts
➢ Abstract concepts such as values remain beyond their grasp of
understanding
• Characteristics of Toddlers at the preoperational stage:
- Egocentrism – self-centered, refuses to accept someone else’s opinion
- Use symbols to represent objects
- Draw conclusions from obvious facts they see
- Headstrong and negativistic, favorite word is “NO”
- Active, mobile, and curious
- Rigid, repetitive, ritualistic, and stereotyped
- Has poor sense of time
3. PRESCHOOLER: - Perceptual Intuitive Thought (3 – 7 years old)
➢ Learns to accommodate more information and change their ideas to fit
reality rather than reasons
➢ Thinking is influenced by the following:
* Centration – the tendency to focus on one perceptual aspect of an event to
the exclusion of all other aspects
* Non-transformation – unable to mentally record the process of change
from one stage to another (focus with present events)
* Irreversibility – unable to mentally trace a line of reasoning back to its
beginning
* Reasoning – do not use inductive or deductive reasoning
4. SCHOOL AGE – Concrete operation stage (7 – 12 years)
➢ Marks the advancement in the child’s ability to think about the world around him
➢ It is characterized by the child’s :
- ability to discover concrete solutions to everyday problems
- ability to overcome preoperational deficiencies
- reasoning tends to be inductive, from simple to abstract ideas
- ability to think logically > form conclusions based on reason rather than mere
perception
- awareness of past, present, and future
5. PUBESCENT OR ADOLESCENT – FORMAL OPERATIONAL THOUGHT (12 – 20 YEARS)
➢ Have logical thinking with ability to provide scientific reasoning
➢ Can solve hypothetical problems and causality
➢ Have mature thoughts

6. YOUNG ADULTHOOD – INTELLECTUAL EXCHANGE AND SOCIAL TRANSMISSION (20

➢ Career, mate, family - centered
➢ Develop philosophy of life
➢ Dominating influence on the child
7. MIDDLE ADULTHOOD – COOPERATIVE RELATIONS (40 -60 Years)
➢ Pursues life goals and interests
➢ Family and career oriented

8. LATE ADULTHOOD – ABSENCE OF ANY CONSTRAINING INFLUENCE ( 60-80 Years)

➢ Adjust to loneliness
➢ Partial or dependency in others
➢ Loss of important persons

9. SENESCENCE – (80 years and Older)

➢ Adapts to triumph and disappointments
➢ Maintains ego integrity
B. PRINCIPLES OF TEACHING AND LEARNING

“ Teaching is not only in the content being learned but also involves guiding students
in learning how to learn and think about how to learn.” J.L. Murphy

TEACHING – LEARNING RELATIONSHIPS:

1. Encourage student-faculty interaction – create a closer relationship
between nurse educator and learners.

2. Promote cooperation among students – create an atmosphere conducive to

collaborative learning (forming study groups/doing a variety of group projects)

3. Promote active learning – enable students to actively criticize content they are
learning by talking about the material, writing, outlining, applying, asking
questions, and reflecting about it.
4. Give prompt feedback – enable students to react and understand what aspects of
learning they need to improve on and make needed adjustments in their learning
styles.
5. Emphasize the use of time in each task – ensure that students know time
management

6. Communicate high expectations – challenge students to be motivated to meet high

expectations

7. Respect diverse talents and ways of learning – learners have different learning
styles and teacher has to devise various teaching strategies and activities to meet
student’s needs
Teaching Principles
1. Hereditary Endowments Principle
- refer to the nature of the child psychological and physiological qualities such as:
* reflexes
* instincts
* capabilities
* impulses
* temperaments
2. TEACHING PROCESS PRINCIPLES
➢ Refer to the techniques used with the students
➢ Teacher working together with students to accomplish the goals or
objectives of education
3. OUTCOME PROCESS PRINCIPLES
> Refer to educational:
* aims
* goals
* objectives
* outcomes
* purposes
* results
GUIDELINES in the CHOICE of TEACHING and LEARNING METHODS
1. Methods should be appropriate to the objectives and content of the course
- varied techniques
- transfer of knowledge – lecture in a classroom setting
- enhance student’s skills – laboratory/RLE
- share clinical experiences – ward classes

2. Methods should be adapted to the capability of students

- maturity and receptiveness must be considered
- teacher must be flexible in planning and teaching
- conducting simple activities like self introduction = feeling of identity
- teacher must improve teaching methods to keep current with needs of
learners
3. Methods should be in accordance with sound psychological principles
- select appropriate teaching methods
- use audio-visual aids > provide students with perceptual experience
- use methods that help unify and integrate learning experiences
4. Methods should suit the teacher’s personality and capitalize on her special
assets
- individual differences among teachers – expertise
- teachers have different personality traits – sense of humor/serious
- teachers express common values, ideals, integrity, kindliness, love of
learning and respect for students
5. Methods should be used creatively
Approaches to teaching skills:

1. Independent learning – use of syllabus, skills laboratory, reading materials

hardware and software/supplies

2. Demonstration – method by which teacher makes a direct display of skills

- shows student what they have to do, why, and how to do it

3. Simulations Exercises – duplicate the real situation

- use of virtual laboratory
- get a feel of how to use equipment in a real situation
HEALTH & EDUCATION
PROCESS
ASSESSING THE LEARNER
DETERMINANTS OF LEARNING:
GROWTH :
➢ tantamount to the word “increase” or the quantitative changes
in terms of learning.

➢ Acquisition of more knowledge which often results in

maturation
DEVELOPMENT:
➢ The orderly, dynamic changes in a learner resulting from a
combination of learning, experience, and maturation
➢ Represents the qualitative changes in an individual as evidenced
by:
- intellectual
- emotional
- physiological capabilities

➢ Growth and development are intertwined or interrelated =

normal maturation process
 FACTORS INFLUENCING INTELLECTUAL DEVELOPMENT
1. – refer s to the biological changes in individuals that result from
the interaction of their genetic make up with the environment.

- refers to observing, encountering, or undergoing changes of

2. individuals occurring in the course of time

- also involves feelings and emotions as learner interacts with

environment > form ideas, assumptions, inferences =

behavior change

- make up the raw material that is the basis for both learning
and development
3. – acquisition of:

* knowledge
* abilities
* habits
* attitudes
* values
* skills

➢ A product of experiences and goals of education where students

are trained to profess further development
CATEGORIES OF LEARNERS ACCORDING TO INDIVIDUAL DIFFERENCES:
A. INTELLIGENCE – “aptitude”
- is determined by genetics and environment
- is measured based on the results of intelligence test or aptitude test
- students with high aptitude need less time and less instructional
support
Instructional approaches considering student’s differences:
1. Flexible time requirements
- equated with student’s rate of growth and readiness to learn

2. Increased instructional support

- instructional style or approach must be adjusted to students
needs for learning
- fast learners support slow learners through peer tutoring and group
activities
- clarify and expound explanation
- break lengthy assignments into shorter segments
- provide frequent feedback
3. Strategy instructions
- “work smart not hard”
- analyze and break down tasks/problems into smaller units
- formulate solutions to tasks systematically

4. Peer tutoring
- student achievers serve as sources for less able students

5. Cooperative learning
- student tutors are able to recall their knowledge in tutoring
- student tutors are able to enhance their social skills
B. Multiple Intelligence
- proposed by DR. HOWARD GARDNER, professor at Harvard Uni.
- Eight different intelligences:
a. Verbal/Linguistic or “word smart”
> good and best at:
* reading
* writing/taking notes
* telling stories/listening to lectures/discussion
* word memorization
> excel in:
* negotiations
* teaching/persuasive speaking
* learn foreign languages easily
- could become good lawyers/teachers/creative writers
b. Logical – mathematical intelligence or “number smart/reasoning smart”
> good in:
* logical reasoning
* abstractions
* inductive/deductive reasoning
> excel in: sciences/engineering/commerce
c. Spatial intelligence or “picture smart”
> good in:
* visual and mental manipulation of objects
* visual memory
* arts/geographic directions
> excel in: arts, engineering, architecture
d. Bodily kinesthetic intelligence or “body smart”

> have good muscle memory

> requires skills and dexterity for motor movements
> good athletes/ actors/ dancers/ craftsmen
e. Musical intelligence or “music smart”
> music /music composition/playing musical instruments
> learns best with music in the background
> musicians/ singers/composers/conductors
f. Interpersonal – good in interacting with others
> usually extroverts
> sensitive to other’s needs, feelings, interests, motivations
> learn best in group work
> good in:
- communication
- leadership
- negotiations
- politics
ex. Politicians/social workers/ human resource managers/frontliners/
teachers/counselors
g. Intrapersonal – introspective/self-reflective/introverts
> best when working alone
> good in:
* psychology
* analysis
* philosophy
* theology
ex.: philosophers/psychologists/evangelist
h. Naturalistic Intelligence – relating and nurturing information to one’s
natural surroundings
> usually good in:
* botany
* zoology
* astronomy
* environmental science
ex.: environmentalist/veterinarians/farmers/gardeners/scientist
3. EMOTIONAL INTELLIGENCE – COMBINATION OF COMPETENCIES
> contribute to an individual’s capability to manage and monitor
his/her emotions,
> to correctly gauge the emotional state of others
> influence opinions
Set of behavioral attitudes:
a. self awareness - keystone of emotional intelligence
*ability to recognize one’s feeling
* accurately perform self-assessment
* have self confidence
b. Self-management or self regulation (self-control)
> ability to keep disruptive emotions and impulses in check
> maintain standards of honesty/integrity (trustworthiness)
> take responsibility for one’s performance (conscientiousness)
> handle change (adaptability)
> comfortable with novel ideas/approaches (innovation)
c. Motivation

> emotional tendency of guiding or facilitating the attainment of

goals through:
* achievement drive to meet a standard of excellence
* initiative to act on opportunities
* optimism or the persistence to reach goals
d. Empathy
> the understanding of others by being aware of their:
* needs
* perspectives
* feelings
* concerns
* sensing other’s developmental needs
e. Social Skills – fundamental to emotional intelligence
> they include:
* Influence
* communication
* leadership
* building bonds
* collaboration/cooperation
* create group synergy
4. SOCIOECONOMIC STATUS (SES)
> measure of family’s position in society as determined:
* family income,
* occupation,
* education
> poverty affect a learner’s well being and quality of life
* student’s concentration
* learning potentials
* motivation
* interests
* participation in class
5. CULTURE
> Refers to attitudes, values, customs, and behavior that
characterize a social group or class
> culture influences the following:
a. student’s attitude and values – based on:
- mission/vision
- objectives/goals
b. classroom organization – placed on individual
responsibility > reinforced by grades/competition
c. school communication - language > cultural conflict
6. GENDER DIFFERENCES
a. different treatment of boys and girls
- girls handled delicately/boys seen as tougher
b. stereotyping boys and girls
- boys are good in mathematics
- girls are better in English
7. AT-RISK STUDENTS
> those in danger of failing to complete their education
> with learning problems
> adjustment difficulties
CHARACTERISTIC OF AT-RISK STUDENTS:
BACKGROUD

LOW SOCIOECONOMIC MINORITY

STATUS
INNER CITY (RURAL) ENGLISH AS SECOND
LANGUAGE
MALE SEPARATED FAMILIES

TRANSCIENCE
 EDUCATIONAL PROBLEMS

HIGH DROP OUT RATE HIGH RATE OF DRUG USE

LOWER GRADES MANAGEMENT PROBLEMS

RETENTION IN GRADE LOW SELF-ESTEEM

LOW ACHIEVEMENT HIGH CRIMINAL ACTIVITY RATES

LESS INVOLVEMENT IN LOW TEST SCORES

EXTRACURRICULAR ACTIVITIES
LOW MOTIVATION DISSATISFACTION WITH LACK OF
INTEREST IN SCHOOL
POOR ATTENDANCE HIGH SUSPENSION RATES
LEARNING NEEDS
Learning Needs:
➢ gaps in knowledge that exist between a desired level of
performance and the actual performance
➢ Helps in determining an instructional plan to address the
deficits in the cognitive, affective and psychomotor domains
Steps in assessment of learning needs:
1. Identify the learner - who is the audience

2. Choose the right setting – establishing a trusting environment

helps learner feel a sense of security in confiding information

3. Collect data about the learner

- determine characteristic needs of the population by exploring
health problems or issues of interest to the population
- allow patients and family members to identify what is
important to them , what they perceive needs to be.
5. Involve members of the healthcare – collaborate with other
members of the health team for a richer assessment of the learner

6. Prioritize needs – Maslow’s hierarchy of needs

7. Determine availability of educational resources

8. Assess the demands of the organization - the company’s mission, vision,

goals and strategic plan

9. Take time-management issues into account – take time to do initial

assessment, allow learners to offer their own perceptions
Criteria for Prioritizing Learning Needs:
a. Mandatory
– needs that must be learned for survival or situations in which
the learner’s life or safety is threatened.

Ex.
* A nurse who works in the hospital must learn how to do
cardiopulmonary resuscitation.
* patient who experienced heart attack needs to know the signs
and symptoms and when to get immediate help.
b. Desirable
- needs that are not life dependent but are related to well –being
- or the overall ability to provide high quality care

Example:
- it is desirable for nurses to update their knowledge by
attending in-service program
- important for patients who have cardiovascular disease to
understand effects of high-fat diet on their condition
C. Possible
– needs for information that is nice to know but not essential
- or required on situations in which learning need is not
directly related to daily activities.

Example:
- a patient who is newly diagnosed with diabetes mellitus
does not need to know about self-care issues that arise in
relationship to travelling across time zones
Methods to assess learning needs:
1. Informal Conversations – needs active listening to pick up cues
and information

2. Structured interview- to solicit the learners point of view

3. Focus groups – getting together a small group (4-12) to

determine areas of educational need to identify points of view
about a certain topic
4. Questionnaires –written response to questions about learning
needs; checklist are the common form

5. Tests – help identify the knowledge levels of potential learners

regarding certain subjects
6. Observations – helps educator to draw conclusions about
established patterns of behavior

7. Documentation – provide information about learning needs of

patients ( progress notes, assessment, NCP, charting)
Assessing Learning Needs of Nursing Staff:
1. Written Job Descriptions – responsibilities to be carried out /
forms basis for orientation

2. Formal and Informal Requests – staff are asked ideas for

educational programs

3. Quality Assurance Reports – trend found in incident report

indicating safety, violations or errors in procedures
4. Chart Audits - trends in practice through chart auditing.

5. Rules and Regulations – knowledge of hospital, professional and

healthcare requirements

6. Self-Assessment - strengths, limitations, opportunities, threats,

barriers

7. Gap Analysis – identify differences between desired and actual

knowledge
IMPLICATIONS OF THE HIERARCHY OF NEEDS TO EDUCATION:

a. Impoverished students > diminished motivation to learn

b. Students with low sense of security > tend to achieve less

c. Growth needs energize and direct student learning

d. True motivations for learning develops when students see

relationship between what they are learning and their primary
goals on rewards and punishment
 LEARNING NEEDS
LEARNING NEEDS BASED ON MASLOW’S HIERARCHY OF NEEDS:

1. DEFICIENCY NEEDS
> needs whose absence energizes or moves people to meet them
> lower need must be met first before moving to a higher need

2. GROWTH NEEDS
> needs “met” , they expand and grow as people have experience with
them
> require people to indulge in physical and psychological activities to
stimulate and enhance strength and vigor to proceed to a higher
level task
 Maslow’s Hierarchy of Needs

Intellectual Achievement/self actualization

knowing and understanding
GROWTH
NEEDS Self-esteem
Recognition and approval
Love/Belonging
Love and acceptance from family and peers

Security/Safety
DEFICIENCY Freedom from emotional and physical threat
NEEDS
Physiological/Survival
Shelter, warmth, food, water
Other Learning Needs:
1. The need for competence – competence motivation:
> is an inherent need in human being
> creates drive in oneself to master task and enhance skills
> is essential in coping with the fast changing environment
2. The need for control and self determination
> man is steward of God’s creation, need of control is a must
> man continuously strive for competence and autonomy
> teachers should encourage students to express opinions,
suggestions, criticisms during class lecture/discussions
3. The need to achieve
> drive to excel in learning tasks to experience pride in accomplishment
> is balanced by the need to avoid failure
> students with high need to avoid failure tend to avoid challenging tasks
> students with high need for achievement, tend to be motivated by:
* challenging assignments
* high grading standards
* explicit feedback
* try to face challenges in life
> students who do not want to fail, are motivated by:
* simple assignments
* liberal grading
* protection from embarassment
 READINESS TO LEARN
➢ Defined as the time when the learner demonstrate an interest in
learning the information necessary to maintain optimal health

➢ or to become skillful in a job

➢ occurs when the learner is receptive, willing and able to

participate

➢ determine what needs to be learn and the learning objectives

➢ How well equipped a pupil is to learn
■ Why is readiness important in learning?

➢ learner readiness is often used to:

- define the ability of a learner to acquire knowledge

- initiate in behavior change

= which lead to effective and successful learning outcomes.

■ How do you assess readiness to learn?
■ Assessment Strategies
➢ questioning learners/patients about their understanding of their
conditions and treatments
➢ and what they want to learn.
➢ The degree to which the learner is prepared for a new learning
 four types of readiness to learn
PEEK :
• P = PHYSICAL READINESS

• E = EMOTIONAL READINESS

• E = EXPERIENTIAL READINESS

• K = KNOWLEDGE READINESS
1. Physical Readiness
➢ five major components of physical readiness:
2. EMOTIONAL READINESS
> a state of psychological willingness to learn
> dependent on factors such as:

- anxiety – influence ability to perform, concentrate, and retain

information
- support system – decrease anxiety (social/family support)
- risk-taking behavior – taking risk/challenges
- frame of mind – concern about the here and now versus the future
- psychosocial development stage – teachable moment
3. Experiential readiness

- Level of aspiration – short and long term goals

- Past coping mechanism – how they deal with previous problem

- Cultural background – language, belief system

- Locus of control – they are ready to learn when they feel a need
to know something
4. Knowledge readiness

■ Present knowledge base – how much

someone knows about a specific subject

■ Cognitive ability – extent to which information is process

■ Learning and Reading disabilities – require use of special or

innovative approaches

* Learning styles – how someone learns best and likes to learn

MOTIVATION

> An individual creates an inner drive to accomplish goals or objectives

➢ Influences an individual to act
➢ The practical art of applying incentives and arousing interest to perform
in a desired way.
➢ Designates the use of devices such as offering rewards or an appeal to
excel
> Refer to devices and activities to bring about increased or active learning
TYPES OF MOTIVATION:
1. Intrinsic motivation
- occurs when the learner wants to learn for the sake of learning
- based on personal motives
- consists of self-generated factors that influence individuals to
behave in a particular way or direction
* heredity
* intellectual abilities
* instinctual drive
* personal philosophy/vision/mission
* desire for recognition
* desire to serve others
2. EXTRINSIC MOTIVATION
- occurs when the learners wants to learn for reasons other than his
personal interests
- based on social motives:
* rewards (high grades, increases pay, praise or promotion)
* punishment ( disciplinary action, low grades, withholding pay
criticism)
- developed through the use of incentives that moves a learner to act
MOTIVATIONAL FACTORS FOR LEARNERS:
1. Psychological needs
- arise from the individual because she is a part of a social setting
- teachers should be concerned with the following needs of learners:
* Security – being safe and protected
* Anxiety – feeling of concern or worry
* Frustration – has the feeling of blocking or have some barriers, or
constraints to achieve goal
* Independence – need to achieve a status of self-sufficiency
* Actualization – fulfilment of one’s personality potential
* Assertion – overt manifestation of one’s personality to speak for oneself,
her ideas, opinions, and feelings in a respectful manner
* Achievement – need to attain some worthwhile goals
* Recognition – acknowledgement by others of one’s achievement
- is one of the most powerful motivation (Ryan)
* Interest – conscious awareness of an inner desire for some object which
has concern or importance to a learner
* Participation – sharing experiences and activities with others
* Religious need – individual’s inner requirement for God
2. INCENTIVES
- refers to the use of:
a. praise and reproof – build sense of achievement/feeling of
satisfaction
b. competition – urging oneself to take action to achieve certain
objective to prove one’s capability or excellence
- form of motivation to improve or further enhance
knowledge and skills
# 3 types of competition:
1. with other group
2. with an individual
3. with self – yields the greatest amount of learning
c. Knowledge of progress
- students must be kept informed:
* self evaluation
* assignments
* tests
* examinations
- motivate students to strive harder to improve her knowledge/skills
d. School marks
- stimulate to school work to a greater degree
- use as basis for grading
- a powerful stimulus to induce learning
e. Exhibiting good works
- often yields positive results
f. Games or play
- great factor in physical and mental development
- develops personal discipline essential for assuring responsibility and
doing mature roles
g. Examination
- has a motivating value/ creates drive to prepare and review to attain
a passing mark and avoid embarrassment due to failure
h. Dean’s list
- gives students sense of recognition and pride/appeal only to bright
students
i. Emulation
- teacher requires students to do their test in oral or written exercises

j. Material rewards
- motivate students to learn but has drawbacks:
* to increase rewards periodically
* students may think that material reward is the primary goal in
learning
k. Punishment
- used as a form of intrinsic motivation
- has been assumed to accomplish:
* teach learner to respect authority
* block undesirable responses
* force the learner to do something he was not ready to do or
did not want to do
* set an example for potential offender
* make the student pay attention to class work
* motivate students to learn assigned material
 Learning styles
➢ Refers to the ways in which and conditions under which
learners most efficiently and most effectively:
- perceive,
- process,
- store and
- recall
what they are attempting to learn and their preferred
approaches to different learning tasks
Learning defined:
■ The four core learning styles include :
LEARNING AS A PROCESS:
> occurs from the point-of view of the end-result or outcome of teaching
- manifested through change of behavior according to:
* what is acceptable
* consistent with nursing discipline
* which learning is applied
➢ More concerned with what happens during the course of
learning than in the end-result of learning
- emphasis is on the dynamics of learning
- sequence and pattern of change of behavior
➢ Is also described as function
- emphasizes critical aspects of learning such as:
* motivation
* retention
* transfer
- learner gets involved in different mental activities, at the end
learner undergoes the process of:
* unlearning
* relearning
* learning
STAGES OF LEARNING: (theory of Dreyfuss as cited by Patricia Benner
1. Novice
- has awareness of subject area, but only in terms of abstract
concepts and ideas
- possesses little to no ability to put ideas into practice in a reliable way
- follows a set of rules without regard for context in learning
2. Advanced beginner
- has attained marginal learning
- begins to understand the scope of the subject area
- able to apply tools, processes, and principles in contexts to
what they have studied
3. Competent
- a person who acts in novel circumstances
- attained learning after exposure to working knowledge
- new skills and capabilities are internalized
- capable of adapting learning to varieties of situations by:
* analyzing changed circumstances
* choosing alternatives
4. Proficient learner
- has gained experience from different situations
- tools and concepts have been internalized and can be applied
variety of situations without much effort
- has an intuitive, holistic grasp of a situation without having to
ignore problems prior to determining solution.
5. Expert learner
- has fully internalized both perception and action into their
normal work processes
- expert learners are:
MAJOR TYPES OF LEARNING:
1. Ideational learning
- pursued in the:
a. cognition – refers to obtaining knowledge by:
- perceiving - imagining
- remembering - thinking
- discriminating - problem-solving
- integrating - creating
- abstracting
- generalizing
- evaluating
Products of ideational learning = facts, meanings, generalizations, principles
b. - refers to the source of all concepts which
initiates mental
activity.

- is the immediate conscious reaction to

the stimulation of a sense organ

- the way you think about or understand someone or something

-
c.
- refers to an idea or a mental image which makes
reflective thinking possible
- building block of theories through which knowledge is formed
Concepts can either be:
*abstract – very complex concepts * concrete – simple and realistic
and require more than one term concept
to convey their meaning
d. - a proposition or value that is a guide for
behavior or evaluation

- form of generalization that implies action

- a statement that explains a large number of related phenomena
2. Skills or psychomotor learning
- refers to refined pattern of movement or performance

- skills such as movement, coordination, manipulation, grace

dexterity, strength, or speed
3. Emotional learning – refers to a mental state which is characterized by
certain feelings and emotions
- end product of emotional learning:
* emotion and will – ability to accept and cope with rejection and still
continue to perform tasks to achieve a specific set of goals
* attitudes – refers to a disposition, readiness, inclination, or tendency
to act toward a specific goal
* values – are learned through observations, simulations, and
significant and reliable information necessary for adaptation
FOUR LEARNING STYLES BY (KOLB)
1. DIVERGERS
- look at things from different perspective
- prefer concrete experiences and reflective observations
- sensitive/ prefer to watch rather than do
- tend to gather information and use imagination to solve problems
- learners perform better that require idea-generation such as:
* brainstorming
* research
* experiments
Divergers are:

* interested in people
* tend to be imaginative
* emotional
* strong in arts
* prefer to work in groups
* listen with an open mind
* receive personal feedback
2. ASSIMILATORS
- learners who are more concise and logical in approach
- prefer abstract conceptualization/reflective observations
- ideas and concept are more important than concrete situations
- requires good and clear explanation rather than practical opportunity
- ex. theorists
3. CONVERGERS
- concerned with problem-solving
- prefer technical tasks
- less concerned with people and interpersonal aspects
- best in finding practical uses for ideas and theories, which
they use for problem-solving and decision-making
4. ACCOMODATORS
- have a “hands-on” learning experience that relies on intuition rather
than logic
- attracted to new challenges and experiences, and carrying out plans
- commonly act on “gut” instincts rather than logical analysis
- tend to rely on others for information than do their own analysis
- prevalent and useful in roles requiring action and initiative
- prefer to work in teams to complete tasks
- set targets and work actively to achieve objectives

NURSES – divergers > convergers > accomodators

DAVID A. KOLB - born December 12, 1939
- Moline, Illinois , USA
- Case Western Reserve University
- Alice Kolb, wife

- American educational theorist whose interest and publication focus on:

* experiential learning
* individual and social change
* career development
* executive and professional education

- our individual learning styles emerge due to our genetics, life

experiences, and the demands of our current environment.
David A. Kolb theory
Kolb learning theory
 THANK YOU and GOD BLESS!

Prepared by:
MA. FE S. SANTOS, RN, MAN
 Contemporary
Health Education
MS. AJ PELONGCO MN, RN
Green’s Precede and Proceed
Model
It 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.

It guides planners through a process that starts with

desired outcomes and then works backwards in the
causal chain to identify a mix of strategies for
achieving those objectives
In this framework, health behavior is
regarded as being influenced by both
individual and environmental factors,
therefore it has two parts
First Part: Educational Diagnosis
(PRECEDE)
Predisposing
Reinforcing and
Enabling
Constructs in
Educational
Diagnosis and
Evaluation
Second Part: ECOLOGICAL DIAGNOSIS
PROCEED
Policy and
Regulatory and
Organizational
Constructs in
Educational and
Environmental
Development
The model is multidimensional and
is founded in the social/behavioral
sciences, epidemiology,
administration, and education
The PRECEDE framework was first developed and
introduced in 1970’s by Green and colleagues.
PRECEDE is based on the premise, that as a medical
diagnosis precedes a treatment plan, an educational
diagnosis of the problem is very essential before
developing and implementing the intervention plan.
In 1991, PROCEED was added in the framework in consideration in
the growing recognition in the expansion of health education to
encompass policy, regulatory, and related ecological/environmental
factors in determining health and health behaviors
As health related behaviors such as smoking, alcohol abused
increased or became more resistant to change, so did the
recognition that these behaviors are influenced by factors such as
media, politics, and businesses, which are outside the direct control
of the individuals.
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.
Thus health and other issues must be looked at in the context of the
community.
Interventions designed for behavior change to help prevent injuries
and violence, improve heart-healthy behaviors, and those to
improve and increase scholarly productivity among health education
faculty are among the more than 1000 published applications that
have been developed or evaluated that use the Precede-Proceed
model as a guideline.
 Nola Pender Health Promotion Theory
This model is based on the idea that human
beings are rational, and will seek their advantage
in health.
But the nature of this rationality is tightly
bounded by things like self-esteem, perceived
advantages of healthy behavior , psychological
states and previous behavior.
As for the medical profession in general, the main purpose
is not merely to cure disease, but to promote healthy
lifestyles and choices that affect the health of individuals.
The central function of this theory is to show the
individual as self-determining, but as also determined by
personal history and general personal characteristics.
Main effect of Pender’s model is that it puts the
responsibility of healthcare reform on the person,
not on the profession.

The health profession, in other words, is useless

unless individuals reform their own lives and
perception of what is healthy.
A healthy lifestyle is the ultimate antidote to rising
healthcare costs, since a rational population is a
healthy one, which would naturally drive down
healthcare costs.
Pender is an advocate of preventive medicine, which
is another word for rational, healthy thinking and
therefore healthy and rational living.
Pender’s Health Promotion Model:
Promotes healthy behaviors and encourages
interpersonal guidance for the advancement of self-
efficacy, Interpersonal reactions between nurses,
community leaders and individuals to prevent
disease.
 Health Promotion is defined as:
behavior motivated by the desire to increase well-being and actualize human
health potential.
It is an approach to wellness.
Health protection or illness Prevention is described as:
 Behavior motivated desire to actively avoid illness, detect it early, or maintain
functioning within the constraints of illness.
LEARNING THEORIES

MS. AJ PELONGCO MN, RN

 Concepts and
propositions that would
explain why people
learn and predict under
what circumstances
they will learn
1. BEHAVIORAL LEARNING
THEORIES
 Behavioral
modification
through conditioning by
means of
reinforcement.
Learning occurs when associations
are made between stimulus and
response
BEHAVIORISM
 Involuntary Actions (respondents)
are learned through Classical
Conditioning (Pavlov, Watson)
 Operant Learning (Skinner)
 Stimuli that precedes a response
(antecedents)
 The response itself (operant)
 What follows a response
(consequences)

Offer pacifier Accept pacifier Pacifier = bedtime Deny Pacifier

(antecedent) (operant) (consequence) (Learned behavior)
THEORISTS:

 A. John B. Watson and Guthrie

 Stimulus and response bonds
are strengthened simply because
they occur together.
 Example: Fear of hot stove is
learned when a childs curiosity leads
him to touch a stove and he feels
pain.
 B. Edward Thorndike and Burrhus
Frederic Skinner

 SR bonds are strengthened by

REINFORCEMENTS like reward or
punishment.
 Example: The child learns to avoid
the stove because the PAIN was a
NEGATIVE REINFORCER for the
behavior.
2. COGNITIVE LEARNING
THEORIES
 Consider how the
learner thinks, reasons
and transfers
information to new
learning situations
THEORISTS:

 A. David Ausubel
 THEORY: Subsumption
Theory of Meaningful Verbal
Learning
 Meaningful learning is
thought to occur only if
existing cognitive structures
are organized and
differentiated
 B. Atkinson and Shiffrin
 THEORY: STAGE THEORY
 - The core of this theory is that
information is both processed and
stored in three stages of memory.
 1. sensory memory
 2. short-term memory
 3. long term memory
SOCIAL LEARNING
THEORY
 People learn as they are
in constant interaction
with their environment.
Most learning occurs as
a result of observing
other people’s behavior.
 THEORIST: Albert Bandura
Observational Learning
 NCM 102
HEALTH EDUCATION

COLEGIO SAN AGUSTIN – BACOLOD

COLLEGE OF HEALTH AND ALLIED PROFESSIONS
COLLEGE OF NURSING
SECOND SEMESTER
PRELIM

MS. AILEEN JOY F. PELONGCO MN, RN.

Historical Development in
Health Education
1800’s
• Nursing was acknowledged as a unique
discipline
• Teaching has been recognized as an
important healthcare initiatives assumed by
nurses
• Focus not only on the care of the sick, but
also on educating other nurses for
professional practice
 FLORENCE NIGHTINGALE

•the founder of modern nursing

•the ultimate educator
• develop the 1st school of nursing
• devoted her career to educating
those involved in the delivery of
health care
Nightingale’s teachings:

•Importance of proper conditions in

hospitals and homes to assist patients
in maintaining adequate nutrition,
fresh air, exercise, and personal hygiene
to improve their well-being.
Early 1900’s…
•PHNs in the country clearly understood
the significance of education in the
prevention of disease and in the
maintenance of health.

•Fordecades, patient teaching has been

recognized as an independent nursing
function.
Early as 1918…
National League of Nursing Education
(NLNE) now known as National League for
Nursing (NLN)

Observed the importance of health teaching

as a function within the scope of nursing
practice.

Recognized the responsibility of nurses for

the promotion of health and the prevention
of illness in such settings .
NLN…
•Declaredthat a nurse was fundamentally a
TEACHER and an AGENT OF HEALTH
regardless of the setting in which practice
occurred

•By1950 had identified course content

dealing with teaching skills,
developmental and educational
psychology, and principles of the
educational process of teaching and
learning as areas in the curriculum
Today…
•NursePractice Acts (NPAs) universally
include teaching within the scope of
nursing practice responsibilities.

•Nurses are expected to provide

instruction to clients to assist them to
maintain optimal levels of wellness ,
prevent disease, manage illness, and
develop skills to give supportive care to
the family members
Today…
•Nursing career ladders often incorporate
teaching effectiveness as a measure of
excellence in practice.

•Nurses are in the forefront of innovative

strategies for the delivery of patient care.

•The teaching of patients and families as

well as healthcare personnel is the means
to accomplish the professional goals of
providing cost-effective, safe, and high-
quality care.
Joint Commission on Accreditation
of Healthcare Organizations
(JCAHO)
•Delineated nursing standards for patient
education as early as 1993. These are
based on descriptions of positive
outcomes of patient care.
•Include an interdisciplinary team
approach in the provision of patient
education as well as evidence that
patients and their significant others
understand what they have been taught.
Patient’s Bill of Rights

Established the rights of patients to

receive complete and current information
concerning diagnosis, treatment, and
prognosis in terms they can reasonably be
expected to understand.
Pew Health Professions
Commission
•Provideclinically competent and
coordinated care to the public.

•Involvepatients and their families in the

decision-making process regarding health
interventions.

•Provideclients with education and

counseling on ethical issues.
PHPC…
•Expand public access to effective care

•Ensure cost-effective and appropriate

care for the consumer

•Provide
for prevention of illness and
promotion of healthy lifestyles for all
Grueninger (1995)
•Transitiontoward wellness:
progression from “disease-oriented
patient education (DOPE) to
prevention-oriented patient education
(POPE) to ultimately become health-
oriented patient education (HOPE)”

•Role of educator from one of wise

healer to expert advisor/teacher to
facilitator of change.
Role of today’s EDUCATOR
1. “training the trainer” preparing
nursing staff through:
- continuing education
- in-service programs
- staff development

2. To maintain and improve their

clinical skills and teaching abilities.
Question 1
Which of the following developmental stages is characterized by solving hypothetical
problems and causality?
Correct answer: Pubescent

Question 2
The inherent learning task in this developmental stage is advancement in the child's
ability to think:
Correct answer: School age

Question 3
The following are factors influencing intellectual development. Which one refers to the
biological changes in individuals resulting from interaction of their genetic make-up with
environment?
Correct answer: Maturation

Question 4
Which of the following teaching principles is the passing of traits from parents to
offspring?
Correct answer: Hereditary endownment principle

Question 5
Which of the following approaches to teaching skills duplicates the real situation?
Correct answer: Simulation

Question 6
Which of the following developmental stages of learners is characterized by adjusting
to loneliness?
Correct answer: Late adulthood

Question 7
Which of the following is the process of providing learning materials, activities, and
experiences for learners to facilitate self-reliant behavior?
Correct answer: Teaching

Question 8
Which of the following learning task is inherent in Toddlers?
Correct answer: Language development occurs

Question 9
Which of the following factors influencing intellectual development is NOT included:
Correct answer: Disciplinary knowledge

Question 10
The nurse as a health educator, provides information geared towards the following
EXCEPT:
Correct answer: Development on non-reliant behavior

Question 11
The acquisition of knowledge such as habits, values, abilities, and skills is referred to
as:
Correct answer: Learning

Question 12
The child in this developmental stage first develops tuning and motor capabilities:
Correct answer: Infancy

Question 13
Which of the following factors influencing intellectual development involves feelings and
emotions as learners interact with environment?
Correct answer: Experiences

Question 14
The following statements are teaching-learning principles with regards to faculty-
student relationship EXCEPT:
Correct answer: Promote passive learning

Question 15
Which of the following approaches to teaching skills is a method by which teacher
makes a direct display of the skills?
Correct answer: Demonstration

Question 16
Which of the following categories of learners according to individual differences is
determined by genetics and environment?
Correct answer: Intelligence or aptitude

Question 17
Which of the following represents the qualitative changes in an individual as evidenced
by intellectual, emotional, and physiological capabilities?
Correct answer: Development

Question 18
Which of the following developmental stages the learner has poor sense of time?
Correct answer: Toddler

Question 19
This refers to the quantitative changes in terms of learning:
Correct answer: Growth

Question 20
Which of the following refers to the act of providing information and learning
experiences for client's health betterment?
Correct answer: Health Education

Question 1
The ideational learning is pursued by the following EXCEPT:
Correct answer: Empathy

Question 2
Which of the following statements is defined as the time when learners demonstrate an
inherent interest in learning?
Correct answer: Readiness to learn

Question 3
Which of the following stages of learners know what they know, understand how they
learn, and are motivated to learn more?
Correct answer: Expert learner

Question 4
Verbal or linguistic intelligence is also referred to as:
Correct answer: "Word smart"

Question 5
This statement refers to the immediate conscious reaction to the stimulation of a sense
organ:
Correct answer: Perception

Question 6
Which of the following types of motivation occurs when learners want to learn for the
sake of learning?
Correct answer: Intrinsic motivation
Question 7
Persons who are considered good in visual and mental manipulations of objects has:
Correct answer: Spatial intelligence

Question 8
Which of the following behavioral attitudes in emotional intelligence allows a person to
interact appropriately in a given situation?
Correct answer: Social skills

Question 9
Which of the following is the quantitative changes in terms of learning?
Correct answer: Growth

Question 10
Which of the following stages of learning possesses little or no ability to put ideas into
practice in a reliable way?
Correct answer: Novice learner

Question 11
Which of the following major types of learning produces facts, meanings, principles,
and generalizations?
Correct answer: Ideational learning

Question 12
Which of the following refers to attitudes, customs, traditions, or beliefs that
characterize a social group and handed down from generation to generation?
Correct answer: Culture

Question 13
Which among the categories of learners according to individual differences has
learning and adjustments difficulties?
Correct answer: At-risk students

Question 14
The following are methods to assess learning needs, which among them is soliciting
the learners point of view?
Correct answer: Structured interview

Question 15
The product of emotional learning are the following EXCEPT:
Correct answer: Cognition
Question 16
Which of the following learning styles by Kolb prefers concrete experience and learners
perform better in brainstorming and research?
Correct answer: Diverger

Question 17
Which of the following statements is the keystone to emotional intelligence?
Correct answer: Self- awareness

Question 18
Which of the following is defined as the gaps in knowledge that exist between a desired
level of performance to the actual performance?
Correct answer: Learning needs

Question 19
Which of the following is a proposition of values that is a guide for behavior or
evaluation?
Correct answer: Principle

Question 20
Who among the theorists/educators proposed the 8 multiple intelligences?
Correct answer: Howard A. Gardner

Question 1
In the Sustainable Development goals or SDG, there were 185 nations that agreed with the United nation to change the world for
the better.
Score: 1 out of 1 Yes

Question 2
The Green precede and proceed model is multidimensional and is founded in the social/behavioral sciences, epidemiology,
administration, and education.
Score: 1 out of 1 Yes

Question 3
According to Pender, The health profession, in other words, is useless unless individuals reform their own lives and perception of
what is healthy.
Score: 1 out of 1 Yes

Question 4
The following are descriptions of Pender’s Health Promotion Model except for.
Score: 0 out of 1 No

Question 5
Among the major causes of morbidity and mortality are those diseases now recognized as being lifestyle-related and preventable
through educational interventions.
Score: 1 out of 1 Yes
Question 6
In 1800’s, the focus was not only of nurses taking care of the sick but also it focused on the educating other nurses for professional
practice.
Score: 1 out of 1 Yes

Question 7
SDG 2030 includes the following goals except for:
Score: 1 out of 1 Yes

Question 8
PRECEDE is based on the premise that as a medical diagnosis precedes the following except for:
Score: 1 out of 1 Yes

Question 9
The name of the school of Nursing of Florence Nightingale was Nightingale School of Nursing which was founded on 1816.
Score: 1 out of 1 Yes

Question 10
PRECEDE-PROCEED model is a participatory model for creating successful community health promotion and other public health
interventions.
Score: 1 out of 1 Yes

Question 11
In early 1900’s, patient teaching has been recognized as an independent nursing function.
Score: 1 out of 1 Yes

Question 12
Nurses are expected to provide instruction to clients to assist them to except for:
Score: 1 out of 1 Yes

Question 13
One trends and issues in health education is that Continuing education has come to the forefront as a potential answer to the
challenge of ensuring the competency of practitioners.
Score: 1 out of 1 Yes

Question 14
In this framework, Pender’s health promotion theory is created on the premise that health behavior is regarded as being influenced
by both individual and environmental factors.
Score: 1 out of 1 Yes

Question 15
Grueninger revealed in 1995 the transition towards illness from POPE TO DOPE TO HOPE .
Score: 0 out of 1 No

Question 16
Nurses celebrate its International Nurses day annually on May 13.
Score: 1 out of 1 Yes

Question 17
Disease or illness Prevention is described as except for:
Score: 1 out of 1 Yes

Question 18
The most important contribution of Florence Nightingale was her teaching on the Importance of proper conditions in hospitals and
homes to assist patients in maintaining adequate nutrition, fresh air, exercise, and personal hygiene to improve their well-being.
Score: 1 out of 1 Yes

Question 19
National League of Nursing Education (NLNE) now known as National League for Nursing (NLN) observed the importance of health
education as a function within the scope of nursing practice.
Score: 1 out of 1 Yes

Question 20
Health Promotion is defined as a behavior motivated by the desire to increase well-being and is actualized by human health
potential.
Score: 1 out of 1

National League of Nursing Education (NLNE) now known as National League for
Nursing (NLN) observed the importance of health education as a function within the
scope of nursing practice.
-t

Question 2
Health Promotion is defined as a behavior motivated by the desire to increase well-
being and is actualized by human health potential.
t

Question 3
Disease or illness Prevention is described as except for:
-later detection

Question 4
In early 1900’s, patient teaching has been recognized as an independent nursing
function.
-t

Question 5
SDG 2030 includes the following goals except for:
-promote exercise

Question 6
In the Sustainable Development goals or SDG, there were 185 nations that agreed with
the United nation to change the world for the better.
-f

Question 7
PRECEDE-PROCEED model is a participatory model for creating successful
community health promotion and other public health interventions.
-t
Question 8
One trends and issues in health education is that Continuing education has come to the
forefront as a potential answer to the challenge of ensuring the competency of
practitioners.
-t

Question 9
Nurses celebrate its International Nurses day annually on May 13.
-f

Question 10
Nurses are expected to provide instruction to clients to assist them to except for:
-treat

Question 11
The following are descriptions of Pender’s Health Promotion Model except for.
-encourage

Question 12
According to Pender, The health profession, in other words, is useless unless
individuals reform their own lives and perception of what is healthy.
-t

Question 13
In 1800’s, the focus was not only of nurses taking care of the sick but also it focused on
the educating other nurses for professional practice.
-t

Question 14
The Green precede and proceed model is multidimensional and is founded in the
social/behavioral sciences, epidemiology, administration, and education.
-t

Question 15
Among the major causes of morbidity and mortality are those diseases now recognized
as being lifestyle-related and preventable through educational interventions.
-t

Question 16
The name of the school of Nursing of Florence Nightingale was Nightingale School of
Nursing which was founded on 1816.
-f

Question 17
PRECEDE is based on the premise that as a medical diagnosis precedes the following
except for:
-evaluatio

Question 18
Grueninger revealed in 1995 the transition towards illness from POPE TO DOPE TO
HOPE .
-f

Question 19
In this framework, Pender’s health promotion theory is created on the premise that
health behavior is regarded as being influenced by both individual and environmental
factors.
-f

Question 20
The most important contribution of Florence Nightingale was her teaching on the
Importance of proper conditions in hospitals and homes to assist patients in maintaining
adequate nutrition, fresh air, exercise, and personal hygiene to improve their well-being.
-t