environmental and societal
dimensions.
2. INDIVIDUAL – dimension of health
The condition of being sound in
body, mind or spirit; freedom form
physical disease or pain.
It refers to the ability of the
person to function effectively
physically, socially,
psychologically and spiritually.
The WHO (1946) good health is a
state of complete physical, social
and mental well-being, and not
merely the absence of disease or
infirmity.
Health is a resource for everyday
life, not the object of living, and is
a positive concept emphasizing
social and personal resources as
well as physical capabilities.
It is a tool or mechanism for
health related learning resulting in
increase in knowledge, skill
development, and change in
behavior.
It is directed toward changing
behavior toward preset goal.
1. BROADER – it is a dimension of
health in the outer circle which are
in the inner circle which are:
a. PHSICAL HEALTH – which refers
to the state of one’s body like
it’s fitness and not being ill.
b. MENTAL HEALTH – which refers
to the positive sense of
purpose and underlying brief in
one’s own worth (self-esteem)
like feeling good and feeling
able to cope.
c. EMOTIONAL HEALTH – which
refers to the ability to express
one’s feeling appropriately and
to develop and sustain
relationship. (e.g. is the feeling
of being loved)
d. SOCIAL HEALTH – which involves
the support system that is
available from family members
and friends. Remember “No man
is an island”
e. SPIRITUAL HEALTH - which
refers to the recognition of a
Supreme being or Force and the
ability to put into practice one’s
moral principles or beliefs.
f. SEXUAL HEALTH - which refers
to the acceptance of the ability
to achieve a satisfactory
expression of one’s sexuality.
g. SOCIETAL HEALTH - which is the
link between health and the way
 a society is structured. This
includes the basic
infrastructure necessary for
health and the degree of
integration or division within the
society.
h. ENVIRONMENTAL HEALTH - which 3.
refers to the physical
environment where people live,
it involves housing, transport,
sanitation, pollution and pure 4.
water facilities.
It is any endeavor directed at
enhancing the quality of health and
well-being of individuals, families,
groups, community, through
strategies involving supportive
environments, coordination of
resources and respect for
personal choice and values.
The term “Health Promotion” was 5.
introduced in 1974 by Canadian
Health Minister La Londe
(Macdonald & Bunton, 1992. and
was not popular until the 1980’s
when the (WHO) World Health
Organization began a campaign for
global public health.
1. POLITICAL FACTORS - which 6.
involves power and authority to
regulate the environment or social
climate.eg safety, oppression,
people empowerment.
2. BEHAVIORAL FACTORS - which
refers to a person’s level of
functioning and is affected by
certain habits, their lifestyle,
health care and child rearing
practices which are determined by
one’s culture and ethnic
heritage.eg culture, habits and
ethnic customs.
HEREDITARY - refers to the
understanding of genetically
influenced diseases and genetic
risks.
HEALTH CARE DELIVERY SYSTEM -
which focus of healthcare is in the
promotive, preventive, curative and
rehabilitative aspects of care.
Primary health care is a
partnership approach to the
effective provision of essential
health services that are
community-based, accessible,
acceptable sustainable and
affordable.
ENVIRONMENTAL INFLUENCES -
refers to the menace of pollution,
communicable disease due to poor
sanitation, poor garbage collection,
smoking, utilization of pesticides,
lack or absence of proper and
adequate waste and sewerage
disposal system and management,
noise, radiation, air and water
pollution are just some of the
factors or situations which exert
negative effects on the
environment.
SOCIO-ECONOMIC INFLUENCES -
families in lower income group are
the ones mostly served.

BABYLONIA (Iraq)
Code of Hammurabi
It is established standards and
practices of living for Babylonians.
It were based on promoting
fairness and equality.
With an “eye for an eye” premise,
some of the regulation seem
drastic compared to a present day
standards.
GREECE
Early Greeks are known for their
practice of worshipping gods and
goddesses.
Apollo was known as the god of
health while his son Asclepius was
the god of healing. Hygeia daughter
of Asclepius was the goddess of
health and another daughter
Panacea was the restorer of
health.
Greeks focus on health with an
emphasis on personal health,
hygiene, exercise, and healthy diet.
Hippocrates-the Father of Medicine
Hippocrates believed health to be
dependent upon equilibrium among
the mind, body and environment
rather than the whims of the Gods.
This belief known as the holistic
approach in health care practice
today.
EGYPT
Ancient Egyptians around 3000 B.C.
contributed significantly to health
through progress made in disease
prevention.
Egyptians are known for their
efforts in developing hygiene and
water sanitation.
Developed sophisticated system to
support pure water and dispose
wastes
They developed stringent
regulation related to cleanliness,
food, drink exercise and sexual
relation(Ellis& Hartley, 2004)
PALESTINE
Their greatest contribution was the
creation of the Mosaic Code, about
1500 B.C, reflected in the Old
Testament.
Under the leadership of Moses,
Mosaic Code-differentiated clean
from unclean and emphasized the
segregation of those with
communicable disease.
The principle of quarantine was to
be of great importance in later
history.
ROME
Ancient Romans unlike Egyptians and
Greeks they lacked originality for
health promotion and disease
prevention practices.
Medical practices of the Romans
were obtained from their
conquered regions and physicians
from these countries became
slaves to the Roman Empire
Roman accomplishments were
mostly directed at public health
with the establishment of
regulations for sanitation, street
cleaning, building construction,
ventilation, and heating among
others (Clark, 2003)
 Health promotion practices of
ancient Romans, which included
exercise, massage and other
therapeutic baths.
The Greek physician Hippocrates
and the Roman physician Galen both
viewed health as an interaction
between a person and his/ her
environment.
Galen created definition of health
that emphasized the ability of an
individual to carry out the
functions of daily life without
hindrance or pain (Moore&
Williamson 1984)
CHINA
The Chinese were perhaps the
greatest advocates for health
promotion of all ancient cultures.
They viewed a healthy lifestyle as
one that stayed in harmony with
the universe by maintaining a
perfect balance between the
dualistic forces of yin and
yang(Bright, 2002),
Yin was viewed as the female
element associated with negative
energy, passiveness, destruction,
the moon, darkness and death.
Yang was viewed as the male
element associated with positive
energy, action, generatively, the
sun, light, and the creativity of life.
Maintenance of this balance
resulted in perfect health of the
mind, body and spirit.
MIDDLE AGES
After the fall of Rome, during the
period known as the Dark Ages,
health and medicines of ancient
worlds was lost, (Cockerham, 1978).
The Roman Catholic Church claimed
authority for the welfare of
society, and purity of the soul
became the highest of priorities.
Caring for the body such as daily
bathing and exercise, was viewed
as a sinful indulgence resulting in
neglect of the soul.
Illness and death were associated
with famine and infectious disease
epidemics.
After the Dark Ages, shifted into
the Middle Ages, very little was
accomplished to promote health or
to treat illnesses.
Although the emphasis on health by
early Christians was on treating
the disease and illness, they did
much to increase the public’s
awareness of health.
This was mainly accomplished with
the development of the concept of
quarantine in response to repeated
epidemics during the latter part of
the Middle Ages.
THE REINASSANCE (1500-1700)
The European Renaissance brought
about the return to scientific
thought with attempts to
understand and control life.
This changed the holistic view of
health and illness held by
followers of Hippocrates to a
disintegrated view maintaining that
the body was separated from the
mind.
During this time, the responsibility
of society for public health and
welfare was at least recognized.
 There is improvement of medical
technology.
Colonies in America were being
established; the colonies were
sparsely populated and remained
isolated for many years.
Early colonial health was good
compared to that of the crowded
Europeans and the problems with
communicable disease were minimal
(Clarks, 2003).
Contributions of Ancient Civilizations to
Medicine and Nursing
Rome
The first organized visiting of the sick
began with the establishment of the
order of the deaconesses. They
endeavored to practice the corporal
works of mercy:
Feed the hungry
Give water to the thirsty
Clothed the naked
Visit the imprisoned
Shelter the homeless
Care for the sick
Bury the dead
Greece
Nursing was the task of untrained
slaves.The Greeks introduced the
caduceus, the insignia of the medical
profession today.
HIPPOCRATES came to be known as
the “Father of Scientific Medicine.”
He made a major advance in
medicine by rejecting the belief
that diseases had supernatural
causes.
He developed assessment
standards for clients, established
overall medical standards,
recognized the need for nurses.
China
Used massage therapy, hydrotherapy,
and exercise as preventive health
measures
They also used many herbs,
minerals & acupuncture to heal the
sick.
Africa
The nurturing functions of the
nurse included roles as midwife, herbalist,
wet nurse, and carer for children and the
elderly.
India
Early hospital were staffed by
male nurses who were required to meet
four qualifications:
Knowledge of the manner in which
drugs should be prepared for
administration
Cleverness
Devotedness to the patient
Purity of the mind and body
Indian women served as midwifes and
nurses ill family members.
This period extends from the founding of
religious nursing orders in the Crusades
which began in the 11thcentury and ended
in 1836, when Pastor Fliedner & his wife
established the Kaiserwerth Institute for
the training of Deaconesses (a training
school for nurses) in Germany.
It is called the period of “on-the-
job” training.
Nursing care was performed
without any formal education & by
 the people who were directed by
more experienced nurses.
Religious orders of the Christian
Church were responsible for the
development of this kind of nursing
The crusade were the holy wars
waged in an attempt to recapture the
Holy Land from the Turks who denied
pilgrims permission to visit the Holy
Sepulcher.
Military religious orders
established hospitals that were staffed
with men.
Knights of St. John of Jerusalem
(Italian). Devoted to religious life
and nursing
Military Religious Orders (German).
Established tent hospitals for
wounded.
Knights of St. Lazarus (German)
Was founded primarily for the
nursing care of lepers in
Jerusalem after Christians had
conquered the city.
Were members of a monastic order
founded in 1348.
They established the Alexian
Brothers Hospital School of
Nursing, the largest school of
nursing under a religious order.
It operated exclusively for men.
In the United States, the school
closed in 1969.
EARLY AMERICA
The Industrial Revolution in the United
States marked the transition of the
country’s economic foundation from
agriculture to industry.
Shifting the population from rural
to urban settings and resulting in
inadequate living and working
conditions.
General public health declined and
death from preventable disease
increased, esp. among children.
Nursing in America
Nursing During the Civil War
The American Medical
association during the Civil War
created the committee on
Training of Nurses. It was
designed to study & make
recommendations with regard to
the training of nurses. Doctors
realized the need for qualified
nurses.
Important personages a the
time
Dorothea Lynde Dix –she was
appointed as Superintendent of
Female Nurses for the US
government
Clara Barton –founded the
American Red Cross
This period began on June 15, 1860
when the Florence Nightingale School of
Nursing opened at St. Thomas Hospital in
London. The development of nursing
during this period was strongly
influenced by:
Trends resulting from wars
An arousal of social
consciousness
The emancipation of woman
 Increased educational professional nursing care to
opportunities for women. people of all ages.

TRENDS IN EDUCATION
Pedocentric
Teachers role
Activity centered
The changes that are occurring in the Creative education
social and cultural life of the society as More community participation
a result of the impact of advancements Increased acceptance of non-
in the science based technology are formal education
broadly described as modernization. Restructuring traditional programs
Since education is a multipolar process,
Increased opportunities to higher
it is influenced by the modernization in
study
different ways.
Reliance on technology
A profession is a dynamic integration of
various faculties of knowledge. Since
nursing education is a professional
education, it is dynamic by its own nature
and thereby giving rise to trends. A
number of issues and controversies now
face educators and communities: social
issues and ethical issues.

is the sum of all experiences which

favorably influence habits and
attitudes and knowledge relating
to individual, community and racial
health

Professional education which is Emphasis on tech-high touch

consciously and systematically
planned and implemented through
instruction and discipline and aims
the harmonious development of
the physical ,intellectual, social,
emotional and spiritual abilities of
the student in order to render
approach
Preparation of global nurses
Transnational acceptance
Ensuring a promising career
Emergence of new specialties
Increased opportunities for higher
studies
 Potential shortage of nurse
educators.
Diminishing government role
Uniformity and standardization
Coping with the impact of
globalization
Enhanced student status
ISSUES IN EDUCATION
A. SOCIAL ISSUES
Emotional issues
Ethnic issues
Gender issues
Economic issues
Cultural issues
B. ETHICAL ISSUES
C. DISCIPLINE AND SECURITY
D. RACE ETHNICITY AND EQUALITY
E. MAINSTREAMING
F. PUBLIC VERSUS PRIVATE
Education may occur in formal or
informal places, in the hospital,
home or community. Formal
education programs may be
offered to the public so that public
awareness of potential and actual
health risk is heightened.
ROLE OF THE NURSES AS HEALTH
EDUCATOR
key role in improving the health of
the nation.
Educating people is an integral part
of the nurse’s role in every
practice setting –schools,
community, work sites, health care
delivery sites, and homes.
The nurse, using health education
principles, can assists people in
achieving their health goals.
The Standards of Clinical Nursing
Practice describes education as a
primary nursing responsibility. This
includes educating people to make
informed decisions about their health
care and treatment, health promotion,
disease prevention, and achieving
peaceful death (ANA, 1998).
Health teaching and health
counseling are included in the
ANA’s social policy statement (ANA,
2003).
Principles of health education
provide the nurse with strategies
and tools for assessing an
individual’s readiness for health
teaching
These strategies also help the
nurse facilitate behavior change,
Health education encourages self-
care, self-empowerment and
ultimately, less dependence on the
health care system.
As a health educator, the nurse
may use marketing strategies to
enhance the effectiveness of
health education programs that
are focused on certain target
populations.
The health education specialist
helps other nurses and health
professionals improve their skills
in developing and delivering
teaching plans.

FLORENCE NIGHTINGALE
she was the epitome of the true
nurse educator as she advocated
the important function of teaching
to promote health and recovery
through a clean, pleasant and
inhabitable environment.
Her ideas were established in 2
books which are “Notes in Nursing”
and Notes on Hospitals”.
Founder of Florence Nightingale
School of Nursing at St. Thomas
Hospital in London in June 15, 1860.
First nurse to exert political
pressure on government.
First scientist-theorist for her
work.
LINDA RICHARDS
America’s first trained nurse
Known for introducing nurse’s
notes and doctor’s order.
Initiated the practice of wearing
uniforms.
Credited for her pioneer work in
psychiatric and industrial setting.
MARY MAHONEY
First African American
professional nurse
Worked for the acceptance of
African Americans in nursing and
for the promotion of equal
opportunities.
LILIAN WALD
Founder of public health nursing.
First to offer trained nursing
services to the poor in new york
slums.
LAVINIA L. DOCK
Feminist, prolific writer, political
activist, suffragette and a friend
of Wald.
Participated in protest movement
for woman’s right.
MARGARET HIGGINS SANGER
A public health nurse in New York.
Imprisoned for opening the first
birth control clinic in America.
Founder of Planned Parenthood.
MARY BRECKINRIDGE
Notable pioneer nurse
Established the Frontier Nursing
Service (FNS)
1. PRIMARY PREVENTION
The nurse identifies the risk
factors, attempts to eliminate
stressor and focuses on protecting
health examples:
Quit smoking
Avoid alcohol intake
Exercise regularly
2. SECONDARY PREVENTION
Intervention or active
treatment after symptoms have
occurred.
Elements:
a. Strengthening Resistance
b. Early diagnosis
c. Health Screening
d. Prompt Treatment
Examples:
Breast Self-Examination
Pap’s smear
 Digital Rectal Exam 5. Explains how some aspect of human
Physical Examination behavior or performance is organized.
3. TERTIARY It thus enables us to make
PREVENTION/REHABILITATION predictions about that behavior.
Re-establishment of high level Components
wellness
Example: COMPONENTS OF THEORY
Self-monitoring of blood Concept - is a symbolic
glucose representation of an actual thing
Rehabilitation after Construct- is the word for
Cerebrovascular accident concepts with no physical referent
Speech Therapy after Principle - expresses the
laryngectomy relationship between two or more
Cardiac Rehab after cardiac concepts or constructs
arrest

Proposed by Nola J. Pender (1982,

take concepts and
propositions and fit them together to
explain why people behave, act and think
the way they do and predict under what
circumstances they will act.
IMPORTANCE OF THEORY
1. Presents a systematic way of
understanding events, behaviors
and/ or situations.
2. A set of interrelated concepts,
definitions, and propositions that
explains or predicts events or
situations by specifying relations
among variables.
3. Nature abstract and not content-or
topic-specific.
4. Vary in the extent to which they have
been conceptually developed and
empirically tested; however,
“testability” is an important feature
of a theory.
revised 1996), The model integrates
concepts from the expectancy-value
model of human motivation and social
cognitive theory to form the theoretical
basis. “complementary counterpart to
models of health protection.”
-It defines health as " a positive dynamic
state not merely the absence of
diseases.
Dr. Nola Pender developed the
Health Promotion Model (HPM) that
is used universally for research,
education, and practice.
The health promotion model
focuses on helping people achieve
higher levels of well-being The
goal of the HPM is not just about
helping patients prevent illness
through their behavior, but to look
at ways in which a person can
pursue better health or ideal
health.
Health promotion is directed at
increasing a client’s level of well-being.
The model focuses on following three
areas:
1. Individual characteristics and
experiences
2. Behavior-specific cognitions and
affect
3. Behavioral outcomes
The health promotion model describes
the multi-dimensional nature of persons
as they interact within their environment
to pursue health.
PENDER’S HEALTH PROMOTION 4
ASSUMPTIONS
1. Individuals strive to control their
own behavior.
2. Individuals work to improve
themselves and their environment.
3. Health professionals, such as
nurses and doctors, comprise the
interpersonal environment, which
influences individual behaviors.
4. Self-initiated change of individual
and environmental characteristics
is essential to changing behavior.
Psychologist Albert Bandura has defined
self-efficacy as one's belief in one's
ability to succeed in specific situations
or accomplish a task. One's sense of
self-efficacy can play a major role in
how one approaches goals, tasks, and
challenges.
It is the extent or strength of one's
belief in one's own ability to complete
tasks and reach goals. Psychologists
have studied self-efficacy from several
perspectives, noting various paths in the
development of self-efficacy.
Self-Efficacy Theory, originated
from Social Cognitive theory by
Albert Bandura. Self-efficacy
relates to a person’s perception
of their ability to reach a goal. It
is the belief that one is capable of
performing in a certain manner to
attain certain goals. It is the
expectation that one can master a
situation, and produce a positive
outcome.
Bandura’s Social Cognitive Model says
that there are 3 factors that influence
self-efficacy:
1. Behaviors-past (antecedents)
2. Result-(Consequences)
3. personal-how we are motivated
(cognitive factors)

Health Belief Model (HBM) is a
psychological model that attempts to
explain and predict health behaviors. This
is done by focusing on the attitudes and
beliefs of individuals.
The Health Belief Model (HBM) is one of
the first theories of health behavior. It
was developed 1950s by social
psychologists Hochbaum, Rosenstock and
Kegels working in the U.S. Public Health
Services, who wanted to explain why so
few people were participating in
programs to prevent and detect disease.
HBM is a good model for addressing
problem behaviors that evoke health
concerns.
3 ASSUMPTIONS OF HEALTH BELIEF
MODEL
1. feels that a negative health
condition can be avoided,
2. has a positive expectation that by
taking a recommended action,
he/ she will avoid a negative health
condition, and
3. believes that he/ she can
successfully take a recommended
health action
6 Major Concepts of (HBM) Health Belief
Model:
Perceived Susceptibility
refers to a person’s perception
that a health problem is personally
relevant or that a diagnosis of
illness is accurate.
Perceived severity:
even when one recognizes
personal susceptibility, action will
not occur unless the individual
perceives the severity to be high
enough to have serious organic or
social complications.
Perceived benefits
refers to the patient’s belief that
a given treatment will cure the
illness or help to prevent it.
Perceived Barriers
This refers to a person's feelings
on the obstacles to performing a
recommended health action. There
is wide variation in a person's
feelings of barriers, or
impediments, which lead to a
cost/ benefit analysis. The person
weighs the effectiveness of the
actions against the perceptions
that it may be expensive,
dangerous (e.g., side effects),
unpleasant (e.g., painful), time-
consuming, or inconvenient.
Changing your health behaviors can cost
effort, money, and time. Commonly
perceived barriers include:
Amount of effort required
Danger
Discomfort
Expense
Inconvenience
Social consequences
 (P.s. Yung may asteris (*) un ung nasa ppt ni maam. Modifying factors*
Dinagdag ko lang ung self-efficacy, perceived barriers
tsaka cue to action.) include personality variables,
patient satisfaction, and socio-
Perceived Costs* demographic factors
refers to the complexity, duration,
and accessibility of the treatment.
Self-efficacy
- This refers to the level of a
person's confidence in his or her
ability to successfully perform a
behavior. This construct was added
to the model most recently in mid-
1980. Self-efficacy is a construct
in many behavioral theories as it
directly relates to whether a
person performs the desired .
behavior.
- is an element that wasn't added to
the model until 1988. Self-efficacy
looks at a person's belief in their It is a cost–benefit evaluation
ability to make a health-related framework proposed in 1974 by Dr.
change. It may seem trivial, but Lawrence W. Green, that can help health
faith in your ability to do something program planners, policy makers, and
has an enormous impact on your other evaluators analyze situations and
actual ability to do it. design health programs efficiently.
Motivation * provides a comprehensive structure for
includes the desire to comply with assessing health and quality of life
a treatment and the belief that needs, and for designing, implementing,
people should do what he/ she and evaluating health promotion and
wants. other public health programs to meet
Cue to Action those needs. One purpose and guiding
principle of the Precede-Proceed model
- are external events that prompt a
is to direct initial attention to outcomes,
desire to make a health change. A
rather than inputs.
cue to action is something that
helps move someone from wanting
PRECEDE MODEL
to make a health change to
actually making the change. is a framework for the process of
- This is the stimulus needed to systematic development and
trigger the decision-making process evaluation of health education
to accept a recommended health programs. In this model is that
action. health education is dependent on
voluntary cooperation and
 participation of the client in a
process which allows personal
determination of behavioral
practices, appropriate health
education is considered to be the
intervention (treatment) for a
properly diagnosed problem in a
target population.
PROCEED MODEL
was added to the framework in
recognition of the emergence of
and need for health promotion
interventions that go beyond
traditional educational approaches PEDAGOGY VS ANDRAGOGY
to changing unhealthy behaviors. PEDAGOGY
" proceed" to promote the plan or Is the art and science of helping
policy, regulate the environment, children learn.
and organize the resources and ANDRAGOGY
services, as required by the plan Is the art and science of helping
or policy. adults learn,
3 Components for Success Knowles’ (1990) theory of adult learning
1. Assessment of health, behavior, which states that; Adult learning is more
lifestyle and environment. learner-centered than teacher-centered.;
2. Analysis of factors that The learner becomes an independent
predispose, reinforce and enable self-directed human beings; Previous
the project or program experiences of the adult serves as a rich
3. .Implementation of educational or source for learning; Readiness to learn
health-promoting programs with is more oriented to the developmental
evaluation of influences by health tasks of social roles.; There is a shift
policy organizations and of learning orientation from being
regulations subject-centered to problem-oriented.

TEACHING
is a deliberate intervention
involving the planning and
implementation if instructional
activities and experiences to meet
the intended learner outcomes
based on the teaching plan.
INSTRUCTION
is just one aspect of teaching
which involves communicating of
information about specific skills. It
is used interchangeably with the
word teaching.
LEARNING
Is a change in behavior (KSA) that
can occur at any time or in any
place as a result of exposure to
environmental stimuli.
PARENT EDUCATION
Is a process of assisting people to
learn health-related behaviors
which can be incorporated into
their everyday lives.
EFFECTIVE TEACHING IN NURSING
6 MAJOR CATEGORIES
Professional Competence
Interpersonal Relationship
Teaching Practices
Personal Characteristics
Evaluation practices
Availability to the students
PROFESSIONAL COMPETENCE
Thorough knowledge of the
subject matter and proper
demonstration of skills.
Reading, researching and
undertaking of (CPE) Continuing
Professional Education and has
clinical practice and expertise.
The teacher who enjoys nursing, shows
genuine interest in patients, and displays
confidence in his/ her professional
abilities is rated high.
The teacher who is creative and
stimulating, can excite student interest in
nursing, and can demonstrate clinical
skills with expertise is also valued.
Learners need to know that they can
trust the clinical expertise of the
teacher, that information given is
accurate, and the skills are being
demonstrated correctly.
INTERPEROSONAL RELATIONSHIP
. personal interest in the welfare
of the students.
 being fair and just especially in
giving grades and credits to
students
being sensitive to their feelings and
problems
Conveys respect for the students
Allow learners to freely express
themselves they feel free to ask
questions
Is accessible for conferences
and consultations
Conveys a sense of warmth.
Novice teachers in academia sometimes
express misgivings about getting too
involved with students.
Some teachers believe that showing
concern for and interest in students
leads to lack of discipline in the
classroom, with students taking
advantages of their relationship with the
teacher.
Good student-teacher relationships
enhance learning. Studies indicate that
students actually learn more in
classrooms and clinical settings where
teachers are student oriented and
empathic (Cook, 2005).
With experience, teachers learn how to
balance the professional role with
showing sincere concern for students’
welfare.
Educators can help learners maintain
self-esteem and minimize anxieties by
using 3 basic therapeutic approaches:
emphatic listening, acceptance and
honest communication.
Listening - the teachers listen to
learners and try to see the world
through their eyes
Acceptance - accept learners as
they are, whether or not you like
them.
Honest communication - it is the
third contributing factor to healthy
relationship with learners. Also,
Openness between educator and
students creates a relaxed
atmosphere in which students will
be able to see the teacher as a
role model.
DESIRABLE PERSONAL CHARACTERISTICS
Qualities such as Authenticity,
enthusiasm, cheerfulness, self-
control, patience, charisma,
flexibility, sense of humor, a good-
speaking voice, self-confidence
and a caring attitude are all
desirable personal characteristics
of teachers. (Berg & Lindseth,
2004).
Students value these personal
qualities because they make
learning more interesting, fun and
pleasant.
TEACHING PRACTICES
Jacobson(1966) defined teaching
practices as the a. mechanics, b.
methods and c. skills in classroom
and clinical teachings.
Students and colleagues value a
teacher who has a thorough
knowledge of the subject matter
and can present material in an
interesting, logical, clear and
organized manner, (Berg and
Lindsth, 2004)
 Presenting subject matter in such a
way is a skill that can be learned.
Teaching a subject matter in a
stimulating way and inspiring
learner’s interest hinge on several
factors , including the teacher’s
lifestyle, personality, personal
interest in the subject and the use
of a variety of teaching strategies.
EVALUATION PRACTICES
Evaluation practices valued by students
include:
A. clearly communicating expectations
B. providing timely feedback on
student progress
C. correcting students tactfully
D. being fair in the evaluation process
and
E. giving tests that are pertinent to
the subject matter and
assignments
At the beginning of a teaching-
learning relationship, expectation
should be clearly expressed,
(Sufka and George 2000).
Criteria for evaluation of clinical
performance should also be made
explicit and put in writing or
available in the course website.
Fairness in evaluation is a rather
subjective phenomenon.
AVAILABILITY OF THE STUDENTS
A. Instructor dilemma is being in two
or more places at the same time.
B. This can be remedied by
communicating where he/ she can
be located and endorsing the
students to knowledgeable member
of the staff during her period of
absence in the area.
Nursing students, esp. those taking
clinical courses, expect the
instructor to be available to them
when needed.
This may take the form of being
there in stressful clinical situation,
physically helping students give
nursing care, giving appropriate
amounts of supervision, freely
answering questions and acting as
a resource person during clinical
learning experiences (Fairbrother,
1996).
The reality is that teachers usually
have many other students or
patients they are working with, and
he or she cannot be in a six places
at once.
The teacher should have a back-
up plan for assistance by a staff
nurse, another instructor or a
head nurse who can be on call
when the need arises.