Patient education is a significant part of a nurse's job.

Education
empowers patients to improve their health status. When patients are
involved in their care, they are more likely to engage in interventions that
may increase their chances for positive outcomes.

An important role for nurses in all settings is health education. In nursing

education programs, much emphasis is given in the classroom and in the
clinical practice setting about the importance of patients or clients
understanding their health care requisites to restore, maintain, or
promote health.

Health education, rooted in the origins of modern nursing, has become

one of nursing’s major roles. Many of the early definitions of nursing
emphasized the role of nurses in helping patients achieve self-care by
having the information and skills necessary to restore health, maintain
health, prevent disease, or move to a higher level of wellness. At the
beginning of the 20th century, a major concern of nursing was educating
individuals, families, and communities about the importance of
nutrition, cleanliness, and preventing the spread of communicable
disease.
As the knowledge about diseases and their treatment increased, nurses
moved from the community where health education was a major focus
to hospitals where the emphasis was on treating illness and delivering
patient teaching to individuals and families.
Therefore, as we move into the 21st century, the importance of health
education maintained to be evident. Hence, health education subject is
essential for students pursuing the degree of nursing.
MODULE 1
What is in your mind?
What do you think of this?
The image is about….
And this?
Experiences….
An image of….
Health Education

• Any combination of learning

experiences designed to help
individuals and communities
improve their health, by
increasing their knowledge or
influencing their attitudes.
 For a long time…

▪ Health care and teaching were pursued by

religious orders
INTRODUCTION ▪ Sisters and priests delivered health bulletins
to the citizenry
 ▪ “Albularyos” or local doctors had been tending
Prior to the to the health needs of the community
 They relied on indigenous ways and materials
coming of of treating the sick.
 They were also repositories of knowledge of
religious how to take care of ones’s health
 They subscribe to superstitious beliefs and
orders to the practices to explain the ailments of the sick

Philippines Example:
The patient could have been the subject of
witchcraft or sorcery and needed a special
ritual to drive the evil spirits away which the
“albularyo” should perform
NOW YOU KNOW FACTS:
TREPANNING
▪ Trepanning, also known as trepanation, or
making a burr hole (is a surgical intervention in
which a hole is drilled or scraped into the
human skull, exposing the dura mater to treat
health problems related to intracranial diseases
or release pressured blood buildup from an
injury
• In ancient times, holes were
drilled into a person who was
behaving in what was considered
an abnormal way to let out what
people believed were evil spirits
With the coming of religious orders,
 The more informed way of treating the sick have been
institutionalized with the awarding of degrees in
nursing and medicine
 The religious sisters continued to be nurses until lay
individuals were able to secure nursing degrees in the
1800s
In the longest time,
 Teaching in health education adapted norm of
transmitting knowledge for the sake of teaching the
students
Good Teaching
▪ More than mere intellectual challenge
▪ Very thorough discipline and demands adaptability,
inventiveness and creativity
▪ Teacher should be able to adapt to both different
situations and types of students
▪ Must constantly be creative of new approaches to
teaching
▪ Teachers of nursing must keep both body of knowledge
and skills continually updated and evolving

This Photo by Unknown Author is licensed under CC BY-SA

 Perspective
on Teaching
and Learning
MODULE2

Apple Guiao-Alvarez, RN,MN

Principles and
Practices of Teaching
• Enables teachers to adapt various methods and techniques
of teaching and adjust to students' level of understanding,
background knowledge and experience, and the objectives
and content of learning
 • Act of providing information and learning experiences
• Acquisition of knowledge through exchange of information from the teacher and learner

Health • Totality of experiences which favorably influence habits, attitudes and knowledge relating
to individual, community and racial health
•
Education (Health Education, 2005)

• “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
and community wellbeing” (Joint Committee for Health Education, 2005)
 Physical Health
• learning experiences that helps promote the ability of the body
to function accordingly.

Emotional Health
• ability of an individual to cope with stress and strain as one
faces the realities and challenges of life.
PROCESS OF Mental Health
HEALTH • ability of an individual make correct judgments or sound
decisions to cope with situations or conditions affecting her
EDUCATION daily activities.

Social Health
• ability of an individual to relate well with others regardless of
status and position.

Spiritual Health
• recognizes the supernatural aspects of divine healing and the
individuals communion with his/her creator.
KEY ASPECTS
1. It is a planned opportunity of learning
through information about health guided by
specific goals, objectives, activities and
evaluation criteria.
2. It occurs in a specific setting.
3. It is a program of series or events that
introduces concepts at appropriate learning
levels.
4. It is based on what was previously learned in
order to determine what is to be learned in
the future.
5. It comprehensively emphasizes how the
various aspects of health interrelate and how
health affects the quality of life.
6. It includes interaction between the qualified
educator and learner.
 Be aware of the values of health

PURPOSES Develop the skills in the promotion and

maintenance of health
TO PLAN
AND Acquire and apply concepts and information
received
CONDUCT
HEALTH Develop and discuss opinions regarding health and
TEACHINGS
Formulate accurate and effective decision-making
 PURPOSES OF HEALTH EDUCATION

It is a means to
It may be used to It provides health
propagate health
modify or continue information and
promotion and disease
health behaviors. services to clients.
prevention.

It is meant to emphasize
on good health It disseminates
practices as an integral information of vital It is a form of advocacy.
part of culture, media public importance.
and technology.
 Biological

• Information about human biology and hygiene

TYPES Health Resources

• Health services which direct the individual regarding the

OF “sensible” use of health care resources.

HEALTH Society and Environment

EDUCATION • Is concerned with national, regional, and local education

policies, which are often pursued and implemented
without considering health consequences.
 D I M E N S I O N S O F T H E H E A LT H
E D U C AT I O N P R O C E S S B Y H E I D G E R K E N

Substantive or Procedural or Environmental or Human Relations or

Curricular Dimensions Methodological Social Dimensions Interactional
Dimensions Dimensions
 SUBSTANTIVE OR CURICCULAR DIMENSION

➢the matter specific to nursing education and is best embodied by the

phrase “what is taught and what is learned”

➢to providing opportunities for nursing students to aquire essential

knowledge, skills and attitudes that will prepare them for
professional duties and responsibilities in actual nursing practice.
PROCEDURAL OR METHODOLOGICAL
DIMENSIONS
consist of strategies or methods of teaching which motivates
the students to learn

common challenges encountered by

the teachers in the course of the
learning process are as follows:
2. Identification of
1. Choices of the 3. Initiation of ways
the method most
most appropriate that continue the
likely to lead and
methods in helping lifelong process of
direct learners in
the students learn. learning.
their own learning.
 ENVIRONMENTAL OR SOCIAL DIMENSIONS

• physical and social factors in the teaching-learning

situation.
• extrinsic factors that capture the interest of the learner.
In turn, it makes students adapt to varying changes in
order to see the difference between what is ideal from
what is real.
Physical factors refer to the actual
setting where learning takes place,
including the following:

1. Classroom, equipped with audio visual

materials.
2. Laboratory setting, such as laboratory,
RLE laboratory commensurate with the
number of students and consistent with
the standards of nursing education.
3. Home-based and modern or traditional
hospital set-ups.
4. Community health agencies.
 HOME RELATIONS DIMENSIONS

• relationship of the nurse educator with individuals involved in nursing care practice, which
influence the effectiveness of the teaching and learning process
ASPECTS OF HEALTH
EDUCATION
IMPORTANCE OF HEALTH EDUCATION
ENHANCE KNOWLEDGE AWARENESS
• Provide guidance and instruction to all that will help individuals or group to maintain a high level
of awareness.
PROMOTES HEALTH, SAFETY, AND SECURITY OF THE PEOPLE
• Promotes personal and environmental sanitation, and maintenance of hazard free environment
to avoid illness and accidents.
DEVELOP AND IMPROVE COMMUNITY RESOURCES
• Help individuals to gain skills, and understanding of the different community health agencies who
can provide health care services
INCREASE PRODUCTIVITY AND STRENGTH OF CHARACTER
• Help develop productive individuals who can adjust successfully with social group to which they belong.

DISEASE PREVENTION
• Promotes individual and public health awareness on prevention of disease using various health care
strategies.

MINIMIZE COST
• Enables the government to attain health objectives at least cost.

SELF RELIANT BEHAVIOR

• Provides information and services necessary in fostering behavior or self care attitude conductive to
health.
THE
CHANGE
PROCESS
“NOTHING IS PERMANENT BUT
CHANGE.”
-HERACLITUS (500 BC)
1. PERCEIVE THE
NEED FOR CHANGE
• Teachers and students must be able to
assess their own need for change.
• Progress requires modification
improvement or replacement of obsolete
knowledge through re-education and
training.

• Change is a necessary ingredient to modify

or improve teaching and learning to attain
progress.
2. INITIATE GROUP
INTERACTION
• The Teacher must initiate students to think critically of
nursing situations which will help them build a framework
for problem solving process, which calls for the following
responses:

a) Identify external and internal forces for change

b) State the problem
c) Identify constraints
d) List change strategies or possible approaches to
problem solving
e) Select the best strategy
f) Formulate the plan for implementation
g) Develop or select tools for evaluating change
3. IMPLEMENT • Change must be done gradually, one at a time in order to have an orderly
and systematic process for change and to safeguard undesirable adverse
THE CHANGE effects of change.

ONE STEP AT A • Abrupt change can create further resistance or fear of change.
TIME
4. EVALUATE THE OVERALL
RESULTS OF THE CHANGE
PROCESS AND MAKE
FURTHER ADJUSTMENTS

• Change helps student to identify

strength and weaknesses so as to
provide remedial measures and
allow the gradual process of
change to occur which less
problems or difficulty on the part
of the teacher and the learners.
THINKING-PRACTICE STRATEGY
assumes that the learners are
rational beings with mental
faculties and behave according
to their personal belief, interest
and motivation
INTEREST AND COMMITMENT
STRATEGY
assumes that learners always act
consistently with their desire to
change and commitment to
socio-cultural norms of
behavior.
POWER AND SELF DISCIPLINE
STRATEGY
makes the learners comply with
instructions given by the teacher
as an authoritative figure in
order to bring out the change.
CULTURE
• Culture determines the
beliefs and values important
to the learner that may
delineate her potential
development for change.
Some cultures compete with
change, while other
welcome change, while
some resist change.
DEMOGRAPHICS
• learner's age, gender,
heredity, and environment
which may determine innate
qualities and potentials and
level of response of the
learners to a learning
stimulus
SOCIO-ECONOMIC
CONDITIONS AND
EVIRONMENTAL
CIRCUMSTANCES
• learner's adaptability,
flexibility, and capabilities in
creating change that may
influence the quality and
quantity of response to the
change process
STATE OF WELNESS
AND DEVELOPMENT
• The learner's state of well
being and development
relates to his physical,
emotional, intellectual, and
spiritual health
• learner's response to a
stimuli and capability of
coping with stress related
situations
Apple Guiao Alvarez, RN MN
 Education is an interactive process of imparting knowledge through sharing,
explaining, clarifying, and synthesizing the substantive content of the learning
1. Education process in order to arrive at a positive judgment and well-developed wisdom
and behavior (Kozier: 2004).
 Health is a sense of being physically fit, mentally stable and socially
comfortable. It encompasses more than the state of being free of disease
(Kozier: 2004).
2. Health
According to WHO, health is a “state of complete physical, metal, and social
well-being and not merely the absence of disease or infirmity.”
 Learning is the acquisition of knowledge of all kinds such as abilities, habits,
attitudes, values and skills (Calderon: 1998) primarily to create change in an
individual.
3. Learning
It is a gradual, continuous process throughout life.
 Patient Teaching is a basic function of nursing. The concept of patient teaching
is perceived as a legal and moral requirement of licensing nursing personnel
and defined as a system of activities intended to produce learning and change
4. Patient in client health behavior (Nursing Fundamentals: 2012).
Teaching
It is a dynamic interaction between the nurse as the teacher and the patient
as the learner.
 5. Teaching

Teaching is the process of providing learning

materials, activities, situations, and
experiences that enable the clients or learners
to acquire knowledge, attitudes, values and
skills in order to facilitate self-reliant behaviour.
THE
E D U C AT I O N P R O C E S S
a systematic, sequential, logical,
scientifically based, planned course of action
consisting of teaching and learning
(Bastable: 2007).

It is a cycle that involves a teacher and a

l e a r n e r. A t e a c h i n g - l e a r n i n g p r o c e s s o c c u r s
before the lesson begins and continues after
the last lesson ends.. This includes the
following:
1. Assessment

It is a process which provides the nurse educator

with information regarding the learners' knowledge
and skills needed to efficiently and effectively
transfer knowledge and skills to the learners.

It also refers to the gathering of data about the

learner or group of learners' demographic profile,
skills and abilities needed in identifying the most
appropriate teaching strategy. .
2. Planning

It is a carefully organized written presentation of what the learner needs

to learn and how the nurse educator is going to initiate the teaching
process.

It includes culturally-relevant skills for the learner, the goals of learning,

type of teaching-learning setting such as: classroom, laboratory, clinical, or
ward setting.

It indicates teaching timeline and specific sets of learner activities.

3. The point where the theoretical
and practical aspects of the
Implementation teaching-learning process meet
as the teacher applies the plan.
and Application
of the Teaching
This includes procedures or
Plan techniques and strategies that
the teacher will use to best
implement the plan.
4. Evaluation

The measurement of the teaching-learning performance of both the

teacher and the learner.

It is constructive and objective with the purpose of creating effective

change in the behavior of both the teacher and the learner in terms of
input, process and output.
CHARACTERISTICS OF
THE NURSING PROCESS
 ordered sequence of
1. Systematic precise and accurate
activities

provides active interaction

2. Dynamic and integration among
activities

CHARACTERISTICS
ensures that nurses are
OF THE 3. Interpersonal client-centered rather than
NURSING task-centered
PROCESS
means for nurses and clients to work
be to an together in order to identify
specific goals related to wellness
4. Goal-directed promotion, disease and illness
prevention, health restoration and
coping with altered functioning

allows nurses to practice nursing

with well or sick people, young or
5. Universally Applicable old, regardless of race, creed or
religion and in any practice setting
PURPOSES 1. PROVIDES A
TOOL TO ENABLE
2. HELPS IDENTIFY THE
CLIENT'S HEALTH CARE
NEEDS, AND
3. ESTABLISHES
NURSING
4. PROVIDES
NURSING
THE NURSE TO INTERVENTION TO INTERVENTIONS
OF THE RENDER QUALITY-
NURSING CARE TO
DETERMINE
PRIORITIES OF CARE
AND EXPECTED
MEET CLIENT-
CENTERED GOALS.
TO MEET THE
NEEDS OF CLIENTS.
CLIENTS. OUTCOMES .

NURSING
PROCESS
5. EVALUATES THE 6. ACHIEVES 7. TAKES THE 8. ACHIEVES
OPPORTUNITY OF CONTINUITY OF
EFFECTIVENESS OF SCIENTIFICALLY- WORKING
NURSING CARE IN BASED, HOLISTIC, CARE TO THE
COLLABORATIVELY
ACHIEVING CLIENT AND WITH CLIENTS, AND CLIENTS.
GOALS. INDIVIDUALIZED OTHER MEMBERS OF
CARE. THE HEALTH CARE
TEAM.
 The nursing process is dynamic and cyclic. Each step
may be reviewed and revised according to changing
client responses to nursing interventions, which may
require revisions in the plan of care.

N AT U R E
OF THE It is planned and goal-directed. The plan of care and
nursing intervention is organized carefully one to
NURSING meet the client's goals of care.

PROCESS
It is an intellectual process. Nurses use knowledge in
problem-solving, decision-making and critical thinking
to assess their client's problems, plan their care,
implement plans, and evaluate the effectiveness of
the care given
 gathering of data about the
system, the individual, family, or
ASSESSMENT community and recording of all
STEPS IN THE needed information
NURSING formulation of nursing care plan
PROCESS PLANNING
on which the nurse work with the
client to set goals and objectives
and predict outcomes

IMPLEMENTATION actual performance of the plan

involves the collection of pertinent

EVALUATION and reliable data about the
process and outcome care

written record, care provided,

DOCUMENTATION
and patient’s response
E D U C AT I O N A N D
THE NURSING
PROCESS
D I F F E R E N T I AT E D
Dr. Apple Guiao-Alvarez, RN, MN
Planning of Patient
Care

Complex process

Involving several individuals

Designed to achieve specific goals like health promotion or improvement.

Nursing- synonymous to care

Nursing
• Nurses responsibility is beyond care
for the patient by doing his or her
clinical duties
• Giving comfort measures and
administering treatment modalities
• Cleaning of wounds
• Ensuring prescribed medicines were
taken on time
• With accurate dosage
 Teaching the patient:
• Self care
Nursing • Health promotion
• Illness ort disease promotion
• Factors affecting health and
illness
• Treatment option
Teaching

Efficient and
effective
Essential role
dissemination
information

By means of
And in
demonstration,
developing
laboratory
practical clinical
activities and
skills to
similar hands-
students
on exercise