LEARNING ACTIVITY NO.

1
DYNCM 102: HEALTH
EDUCATION
DYCI-COLLEGE OF HEALTH
NAME: SCIENCES
DATE:
YEAR AND SECTION: PROFESSOR:

OBJECTIVES: The student nurses will apply basic concepts about the education processes in comparison and difference to nursing process and
identify barriers to teaching and obstacles to learning from a given actual nurse-to-patient scenario. Also, the students will be able to utilize
the A.S.S.U.R.E. Model in that specific learner.

INSTRUCTION: A. Look for a person near you or within the vicinity whom you think can be a potential learner who needs a “teachable
moment”. (e.g. your aunt who is currently taking medicine, your lolo who is post-operative, your lola who is using a cane, walker or any
assistive device etc.) . From then on, based on your knowledge about the educational process, identify the learning needs, obstacles to
learning, barriers to teaching and your teaching plan for this person. Use the given table below with examples and include pictures if
permitted.

LEARNER OBSTACLES TO BARRIERS TO ASSESSMENT PLANNING IMPLEMENTATIO EVALUATION

LEARNING TEACHING N
(example) >lack of time since >lack of time since I Learning needs: Teaching >FACILITATE IN >The patient
she is working 8 am working also 6 >minimize side strategies BACK TAPPING performs return
MY MOTHER hours a day. days a week. effects of prescribed and >FOCUS ON DEEP demonstration
WHO IS medications methods: BREATHING well as
ASTHMATIC >use video in EXERCISE manifested by
WHO USES >my mother teaching >FOCUS ON clear breath
NEBULIZER. seldom wears Learning styles: >teach in the PROVIDIING ORAL sounds and no
reading glasses >learn from video morning GARGLE EVERY presence of
>one-on-one AFTER mouth sores.
instruction NEBULIZATION
>teach on
weekends
 Promoting Lifestyle and The patient performs
My father who is >lack of time since lack of time since I Learning needs: Teaching Dietary Modifications and return Demonstration
high blood who she is working 8 am working also 6 >minimize side strategies Weight Reduction. well manifested by
use digital blood hours a day. days a week effects of prescribed and stable of blood
medications methods: pressure
pressure
Learning styles: >use video in
>learn from vide teaching
>teach in the
morning
>one-on-one
instruction
>teach on
weekends
B. Having the same learner above, utilize the “A.S.S.U.R.E. Model” in discussing the components of the said model.

the process of identifying who your audience is; their demographics, prior knowledge,
physiological and affective and social needs.

After the analysis of the learner attributes, the teacher must state standards and
objectives for the learning module. This statement consists of a specification of what
the learners will be able to do as a result of the instruction.

The second “s” in the acronym stands for select strategies, technology, media, and
materials. Given what your learning objectives are, it’s necessary to pick instructional
strategies, technology, and media that will bring about the results that you want.

This step in the ASSURE process concerns making a plan as to how you will utilize the
technology, media, and materials that you have selected. As with all of the
instructional steps, you must make sure that your plans contribute towards producing
the objectives that you have laid down.

This step actually belongs within earlier steps. It requires that you make plans to how
you are going to actively engage your students in the material that you are teaching.
This needs to be figured out both at the class level and the individual level.

The final step in the ASSURE process is just as crucial as all of the others. In this step,
you evaluate the impact of your teaching on student learning. This includes an
evaluation of your teaching strategies and the technology, media, and materials that
you used. The following questions are useful to ask during this evaluation:
C. Based on your own understanding, compare and contrast education process from nursing process. You may give examples for
each for better explanation.
EDUCATION PROCESS
Educational process is a
systematic, sequential, logical,
scientifically based, planned
course of action consisting of two
major interdependent
operations, teaching and
learning. This process forms a
continuous cycle that also
involves two interdependent
players, the teacher and the
learner. Together, they perform
teaching and learning activities,
the outcome of which leads to
mutually desired behavior
changes
reading a newspaper or watching a
news broadcast, talking with a friend
or colleague, chance meetings and
unexpected experiences.
NURSING PROCESS
The nursing process functions as The patient will walk 50 feet three
a systematic guide to client- times a day with standby assistance
centered care with 5 sequential of one and will shower in the
steps. These are assessment, morning until discharge
diagnosis, planning,
implementation, and evaluation.
Assessment is the first step and
involves critical thinking skills
and data collection; subjective
and objective.