NCM 102 – HEALTH EDUCATION BS NURSING (1ST YEAR – 2ND SEMESTER)
BATANGAS STATE UNIVERSITY – THE NATIONAL ENGINEERING UNIVERSITY
Part 3: Understanding Motivation and
Behavior Change
Factors that Influences Learning:
 Culture
 Age
 Emotional Status
 Socioeconomic level
Learning Principles
1. Use several senses
2. Actively involve the patients or clients in
the learning process
3. Provide an environment conductive to
learning
4. Assess the extent to which a learner is
ready to learn
5. Determine the perceived relevance of
information
6. Repeat information
7. Generalize information
8. Make learning a pleasant experience
9. Begin with what is known; move toward
of what is unknown
10. Present information in an appropriate rate
Essential Components of Motivation and
Behavior Change Theories
Health Belief Model – based on the perceptions
of seriousness or severity of the health problem.
Transtheoretical or Stages of Change Model:
1. Precontemplation – before they even
begin to think about the change.
2. Contemplation – when they weigh the
pros and cons of the changing the
behavior.
3. Action – when they start the change, they
put plan into motion.
4. Maintenance – keeping the new behavior
and resisting the old.
5. Termination – when the behavior
becomes a habit.
Theory of reasoned action – based on the
person’s intention to do something’ intention to
change the behavior is the result of the following:
1. A person’s attitude toward the behavior
2. Subjective norms
3. Behavioral control
Social Cognitive Theory – stated that behavior is
the result of interaction between the behavior, the
person or personal factors, and the environment
Self-efficacy theory – based on the idea that
people do what they think they can only do;
determined by 4 variables:
1. Performance accomplishments
2. Vicarious experience
3. Verbal persuasion
4. Physiological state
Behavior modification theory - the underlying
basis is the idea of rewards and punishments.
Attributes theory – people want to identify the
reason why things happen in their lives; they want
to know what attributed to the outcome.
Part 4: Assessing and Understanding Literacy
Literacy
 in its simplest definition, is the ability to
read and write.
 Has been described as the ability to read
for knowledge and write coherently and
think critically about the written word.
 Can also include the ability to understand
all forms of communication, be it
language, pictures, video, and sound
(reading, speaking, listening, and viewing)
THE IMPORTANCE OF ADEQUATE
LITERACY
 As nurse educators, we provide
educational materials to our clients.
 When clients do not understand what you
are teaching, they may make a guess about
what is taught causing possible disastrous
results for their health.
 Low literacy contributes to the increasing
cost of health care because they “put off
disease-prevention actions and to wait
longer before seeking medical help.
Clues for assessing literacy
 Not even attempting to read the printed
material
 Asking to take printed educational
materials at home to discuss with
significant other
 Claiming that eyeglasses were left at
home
 Stating that they cannot read something
because they are too tired or not feeling
well
 Avoiding discussion of reading material or
not asking question about it
 Mouthing words as they try to read
TEACHING WITH LOW LITERACY
SKILLS
 Set realistic objectives for the person's
level of understanding
 Choose the information that will meet the
objectives
 Keep instructions simple
 If possible, use more than one teaching
method to reinforce the learning.
 Use repetition at appropriate times
 Be creative in the way you evaluate the
learning.
DEVELOPING PRINTED EDUCATION
MATERIALS
Examples of PEMS:
1. brochure;
2. pamphlet;
3. instruction sheet.
In developing PEMS, one must consider the
organization of information, linguistics, and
appearance:
Organizational Factors

 Include a short but descriptive title

 Use brief headings and subheadings
 Incorporate only 1 idea per paragraph, and
be sure that the first sentence is the topic
sentence.
 Divide complex instructions into small
steps
 Consider using a question-answer format
 Reinforce main points with a summary in
the end.
Linguistics Factors

 Keep the reading level at grade 5-6 to

make the material understandable to most
low-literate persons.
 Use short sentences.
 Define technical terms if they must be
used.
 Use words consistently throughout the
text.
 Avoid the use of idioms.
 Use graphics and language that are
culturally and age-relevant for the
intended audience.
 Use active rather than passive voice. Ex.
“Take Rifampicin before meals."
 Incorporate examples.
Appearance Factors

 Use simple diagrams or graphics that are

well-labelled.
 Use upper and lowercase letters
appropriately.
 Use 12-14 font size
 Place emphasized words in bold or
underline them, but do not use capital
letters.
 Use lists when appropriate
 Try to limit the line length to no more than
50-60 characters