HEALTH EDUCATION – NCM 102 8 M'S OF TEACHING VIS-À-VIS PLANTILLA

1ST SEMESTER │ BSN – 2ND YEAR

LESSON: 8 M’S OF TEACHING AND LEARNING

Milieu
- The Learning Environment.
- Provisions for proper lighting and acoustics as well
as corrective measures for students who may be
impaired somewhat in this regard.
LESSON: ASSESSMENT, SCORING, AND
Matter EVALUATION
- The subject content.
- This is the content of learning or what is to be DEFINITIONS
learned as specified in the learning objective. Assessment
- The process of measuring something with the
Method purpose of assigning a numerical value.
- The teaching-learning strategy.
- This consist of purposeful, planned activities and Scoring
tasks that are undertaken by the teacher and the - The procedure of assigning a numerical value to
students in the classroom to bring about the assessment task.
intended instructional objective.
Evaluation
Material - The process of determining the worth of something
- The Resources of Learning. in relation to established benchmarks using
- Materials are resources available to the teacher assessment information.
and learners which serve as stimuli in the teaching-
learning situation. ASSESSMENT TYPES
Formative
Media - For performance enhancement.
- Communication in Teaching and Learning.
- This pertains to the communication system in the Formal
teaching-learning situation. - Quizzes, tests, essays, lab reports, etc.

Motivation Traditional
- Arousing and Sustaining Interest in Learning. - Tests, quizzes, homework , lab reports, teacher.
- Motivation Is the cardinal principle in learning.
- A learner will learn only those things he wants to Summative
learn. - For performance assessment.
Mastery Informal
- The Be-all and End-all of Learning. - Active questioning during and at end of class.
- This means internalization of learning resulting in
automatic or habitual change behavior through Alternative
meaningful repetition and application.
- PBL’s, presentations, essays, book reviews, peers.
Measurement
ALTERNATIVE ASSESSMENT
- Getting Evidence of Learning.
Alternative Assessment
- This is the final stage in the teaching-learning
sequence, involving ine ssystem sequenceion of - Alternative to what? Paper & pencil exams
the evidence of learning. - Alternatives:
o lab work / research projects.
o Portfolios.
o Presentations.
o Research papers.
o Essays.
o Self-assessment / peer assessment.
MIKAELLA ROSARIO 1
 o Lab practical. TIPS FOR WRITING GOOD MULTIPLE CHOICE
o Classroom “clickers” or responder pads. ITEMS:
Avoid:
MORE FORMAL ALTERNATIVES - Long / complex sentences.
More Formal Alternatives: - Trivial statements.
- Rube Goldberg projects. - Negatives and double-negatives.
- Bridge building / rocketry / mousetrap cars. - Ambiguity or indefinite terms, absolute statements,
- Writing a computer program. and broad generalization.
- Research project. - Extraneous material.
- Term paper. - Item characteristics that provide a clue to the
- Create web page. answer misconceptions.
- Create movie.
- Role playing. Do use:
- Building models. In the stem:
- Academic competitions. - Your own words – not statements straight out of
the textbook.
Informal CATs (Classroom Assessment Techniques) - Single, clearly formulated problems.
Informal CATs:
- Quick-fire questions. In the choices:
- Minute paper. - Statements too close to the correct answer.
o What did you learn today? - Completely implausible responses.
o What questions do you have? - ‘All of the above,’ ‘none of the above’.
- Directed paraphrasing (explain a concept to a - Overlapping responses (e.g., if ‘A’ is true).
particular audience) - Plausible and homogeneous distractors.
- The “muddiest” point (What is it about the topic that - Statements based on common student
remains unclear to you?). misconceptions.
- True statements that do not answer the questions.
EXAM QUESTIONS: TYPES, CHARACTERISTICS, - Short options – and all same length.
AND SUGGESTIONS - Correct options evenly distributed over A, B, C, etc.
- Alternatives that are in logical or numerical then ‘C’
Multiple choice questions are composed of one question is also true) order.
(stem) with multiple possible answers (choices), including - At least 3 alternatives.
the correct answer and several incorrect answers
(distractors). Typically, students select the correct answer Sample
by circling the associated number or letter, or filling in the California:
associated circle on the machine-readable response a. Contains the tallest mountain in the United
sheet. States.
b. Has an eagle on its state flag.
Example: Distractors are: c. Is the second largest state in terms of area.
A. Elements of the exam layout that distract attention d. Was the location of the Gold Rush of 1849.
from the questions.
B. Incorrect but plausible choices used in multiple What is the main reason so many people moved to
choice questions. California in 1849?
C. Unnecessary clauses included in the stem of a. California land was fertile, plentiful, and
multiple choice questions inexpensive.
Answer: B b. Gold was discovered in central California.
c. The east was preparing for a civil war.
Students can generally respond to these type of questions d. They wanted to establish religious settlements.
quite quickly. As a result, they are often used to test
student’s knowledge of a broad range of content. Creating
these questions can be time consuming because it is often Avoid wordy stems by removing irrelevant data:
difficult to generate several plausible distractors. However,
Suppose you are a mathematics professor who wants to
they can be marked very quickly.
determine whether or not your teaching of a unit on
probability has had a significant effect on your students.
You decide to analyze their scores from a test they took
before the instruction and their scores from another exam

MIKAELLA ROSARIO 2
taken after the instruction. Which of the following t-tests is c. 16-24 mSv
appropriate to use in this situation? d. 24-32 mSv
a. Dependent samples.
b. Heterogenous samples. Avoid Dissimilar Alternatives
c. Homogenous samples. Idaho is widely known as:
d. Independent samples. a. The largest producer of potatoes in the United
States.
When analyzing your students’ pretest and posttest scores b. The location of the tallest mountain in the United
to determine if your teaching has had a significant effect, States.
an appropriate statistic to use is the t-test for: c. The state with a beaver on its flag.
a. Dependent samples. d. The “Treasure State.”
b. Heterogenous samples.
c. Homogenous samples. Idaho is widely known for its:
d. Independent samples. a. Apples.
b. Corn.
Avoid negatively worded stems by stating the stem in c. Potatoes.
a positive form: d. Wheat
A nurse is assessing a client who has pneumonia. Which
of these assessment findings indicates that the client does Note: The good example tests students’ knowledge of
NOT need to be suctioned? Idaho’s agriculture. The poor example is confusing
a. Diminished breath sounds. because students are unsure if they are answering a
b. Absence of adventitious breath sounds. question on Idaho’s agriculture, geography, flag or
c. Inability to cough up sputum. nickname.
d. Wheezing following bronchodilator therapy.
Avoid implausible alternatives:
Which of these assessment findings, if identified in a client Which of the following artists is known for painting the
who has pneumonia, indicates that the client needs ceiling of the Sistine Chapel?
suctioned? a. Warhol.
a. Absence of adventitious breath sounds. b. Flinstone.
b. Respiratory rate of 18 breaths per minute. c. Michelangelo.
c. Inability to cough up sputum. d. Santa Claus.
d. Wheezing prior to bronchodilator therapy.
Which of the following artists is known for painting the
Poorly Written Alternatives ceiling of the Sistine Chapel?
- The alternatives in a multiple-choice item consist of a. Botticelli.
the answer and distractors that are inferior or b. da Vinci.
incorrect. c. Michelangelo.
- Faculty often find coming up with enough d. Raphael
distractors to be the toughest part of exam writing.
- Common mistakes in writing exam alternatives Avoid inconsistent phrasing of alternatives:
have to do with how the various alternatives relate. The term operant conditioning refers to the learning
- They should be mutually exclusive, homogenous, situation in which:
plausible and consistently phrased. a. A familiar response is associated with a new
stimulus.
Avoid Overlapping Alternatives b. Individual associations are linked together in
What is the average effective radiation dose from chest sequence.
CT? c. A response of the learner is instrumental in leading
a. 1-8 mSv to a subsequent reinforcing event.
b. 8-16 mSv d. Verbal responses are made to verbal stimuli.
c. 16-24 mSv
d. 24-32 mSv Note: The length of answer in the poor example is longer
than the distractors. Some students are keen at spotting
What is the average effective radiation dose from chest these changes. Also, the language in the poor example is
CT? from the textbook, but the distractors are in the instructor’s
a. 1-7 mSv own words. The good example makes the phrasing
b. 8-15 mSv consistent in length and uses the instructor’s language.

MIKAELLA ROSARIO 3
 TRUE/FALSE
True/false
- True/false questions are only composed of a
statement.
- Students respond to the questions by indicating
whether the statement is true or false.
- For example: True/false questions have only two
possible answers (Answer: True).
Like multiple choice questions, true/false questions:
- Are most often used to assess familiarity with
course content and to check for popular
misconceptions.
- Allow students to respond quickly so exams can
use a large number of them to test knowledge of a
broad range of content.
- Are easy and quick to grade but time consuming to
create.
True/False:
- True/false questions provide students with a 50%
chance of guessing the right answer.
- For this reason, multiple choice questions are often
used instead of true/false questions.
Tips for writing good true/false items:
- Negatives and double-negatives.
- Long / complex sentences.
- Trivial material.
- Broad generalizations.
- Ambiguous or indefinite terms.
- Your own words.
- The same number of true and false statements (50
/ 50) or slightly more false statements than true
(60/40) – students are more likely to answer true.
- One central idea in each item.
Suggestion:
- You can increase the usefulness of true/false
questions by asking students to correct false
statements.
MATCHING
Matching
- Students respond to matching questions by pairing
each of a set of stems (e.g., definitions) with one of
the choices provided on the exam.
- These questions are often used to assess
recognition and recall and so are most often used
in courses where acquisition of detailed knowledge
is an important goal.
- They are generally quick and easy to create and
mark, but students require more time to respond to
these questions than a similar number of multiple
choice or true/false items.
Example: Match each question type with one attribute:
1. Multiple Choice a) Only two possible answers.
2. True/False b) Equal number of stems and choices.
3. Matching c) Only one correct answer but at least
three choices.
Tips for writing good matching items:
- Long stems and options.
- Heterogeneous content (e.g., dates mixed with
people).
- Implausible responses.
- Short responses 10-15 items on only one page.
- Clear directions.
- Logically ordered choices (chronological,
alphabetical, etc.).
Suggestion:
- You can use some choices more than once in the
same matching exercise.
- It reduces the effects of guessing.
SHORT ANSWER
Short Answer:
- Short answer questions are typically composed of
a brief prompt that demands a written answer that
varies in length from one or two words to a few
sentences.
- They are most often used to test basic knowledge
of key facts and terms.
- An example this kind of short answer question
follows:
o “What do you call an exam format in which
students must uniquely associate a set of
prompts with a set of options?”
o Answer: Matching questions.
Alternatively, this could be written as a fill-in-the-blank
short answer question:
- “An exam question in which students must
uniquely associate prompts and options is called a
___________ question.”
- Answer: Matching.
Short answer questions can also be used to test
higher thinking skills, including analysis or
evaluation. For example:
- “Will you include short answer questions on your
next exam? Please justify your decision with two to
three sentences explaining the factors that have
influenced your decision.”
MIKAELLA ROSARIO 4
Short Answer:
- Short answer questions have many advantages.
Many instructors report that they are relatively easy
to construct and can be constructed faster than
multiple choice questions.
- Unlike matching, true/false, and multiple choice
questions, short answer questions make it difficult
for students to guess the answer.
- Short answer questions provide students with
more flexibility to explain their understanding and
demonstrate creativity than they would have with
multiple choice questions; this also means that
scoring is relatively laborious and can be quite
subjective.
- Short answer questions provide more structure
than essay questions and thus are often easy and
faster to mark and often test a broader range of the
course content than full essay questions.
Tips for writing good short answer items:
Types of Avoid Do Use
Question
All short- Trivia. Your own words.
answer
Long / complex Specific
sentences. problems.
Direct questions.
Fill-in-the-blank Taking out so Prompts that
many words that omit only one or
the sentence is two key words at
meaningless. the end of the
sentence.
Suggestion:
- When using short answer questions to test student
knowledge of definitions consider having a mix of
questions, some that supply the term and require
the students to provide the definition, and other
questions that supply the definition and require that
students provide the term.
- The latter sort of questions can be structured as fill-
in-the-blank questions.
- This mix of formats will better test student
knowledge because it doesn’t rely solely on
recognition or recall of the term.
ESSAYS
Essays
- Essay questions provide a complex prompt that
requires written responses, which can vary in
length from a couple of paragraphs to many pages.
- Like short answer questions, they provide students
with an opportunity to explain their understanding
and demonstrate creativity, but make it hard for
students to arrive at an acceptable answer by
bluffing.
- They can be constructed reasonably quickly and
easily but marking these questions can be time-
consuming and grader agreement can be difficult.
- Essay questions differ from short answer questions
in that the essay questions are less structured.
- This openness allows students to demonstrate that
they can integrate the course material in creative
ways.
- As a result, essays are a favoured approach to test
higher levels of cognition including analysis,
synthesis and evaluation.
- However, the requirement that the students
provide most of the structure increases the amount
of work required to respond effectively.
- Students often take longer to compose a five
paragraph essay than they would take to compose
five one paragraph answers to short answer
questions. This increased workload limits the
number of essay questions that can be posed on a
single exam and thus can restrict the overall scope
of an exam to a few topics or areas. To ensure that
this doesn’t cause students to panic or blank out,
consider giving the option of answering one of two
or more questions.
Tips for writing good essay items:
Avoid Do Use
Complex, ambiguous Your own words.
wording.
Words like ‘compare’ or
Questions that are too ‘contrast’ at the beginning
broad to allow time for an of the question.
in-depth response
Clear and unambiguous
wording.
A breakdown of marks to
make expectations clear.
Time limits for thinking and
writing
ORAL EXAMS
Oral Exams
- Oral examinations allow students to respond
directly to the instructor’s questions and/or to
present prepared statements.
- These exams are especially popular in language
courses that demand ‘speaking’ but they can be
used to assess understanding in almost any
course by following the guidelines for the
composition of short answer questions.
MIKAELLA ROSARIO 5
 - Some of the principle advantages to oral exams
are that they provide nearly immediate feedback
and so allow the student to learn as they are tested.
There are two main drawbacks to oral exams:
- The amount of time required.
- The problem of record-keeping.
Oral Exams
- Oral exams typically take at least ten to fifteen
minutes per student, even for a midterm exam. As
a result, they are rarely used for large classes.
Furthermore, unlike written exams, oral exams
don’t automatically generate a written record.
- To ensure that students have access to written
feedback, it is recommended that instructors take
notes during oral exams using a rubric and/or
checklist and provide a photocopy of the notes to
the students.
- In many departments, oral exams are rare.
Students may have difficulty adapting to this new
style of assessment.
- In this situation, consider making the oral exam
optional. While it can take more time to prepare two
tests, having both options allows students to
choose the one which suits them and their learning
style best.
COMPUTATIONAL
Computational
- Computational questions require that students
perform calculations in order to solve for an
answer.
- Computational questions can be used to assess
student’s memory of solution techniques and their
ability to apply those techniques to solve both
questions they have attempted before and
questions that stretch their abilities by requiring
that they combine and use solution techniques in
novel ways.
Effective computational questions should:
- Be solvable using knowledge of the key concepts
and techniques from the course. Before the exam
solve them yourself or get a teaching assistant to
attempt the questions.
- Indicate the mark breakdown to reinforce the
expectations developed in in-class examples for
the amount of detail, etc. required for the solution.
To prepare students to do computational questions on
exams, make sure to describe and model in class the
correct format for the calculations and answer
including:
- How students should report their assumptions and
justify their choices.
- The units and degree of precision expected in the
answer.
Suggestion:
- Have students divide their answer sheets into two
columns: calculations in one, and a list of
assumptions, description of process and
justification of choices in the other. This ensures
that the marker can distinguish between a simple
mathematical mistake and a profound conceptual
error and give feedback accordingly.
AUTHENTIC ASSESSMENT
Authentic Assessment
- The National Science Education Standards draft
(1994) states, "Authentic assessment exercises
require students to apply scientific information and
reasoning to situations like those they will
encounter in the world outside the classroom as
well as situations that approximate how scientists
do their work."
Assessment Concerns
Validity
- Is the test assessing what’s intended?
o Are test items based on stated objectives?
o Are test items properly constructed?
Difficulty
- Are questions too easy or too hard? (e.g., 30% to
70% of students should answer a given item
correctly).
Discriminability
- Are the performance on individual test items
positively correlated with overall student
performances? (e.g., only best students do well on
most difficult questions).
EVALUATION TYPES
Criterion-referenced Evaluation
- Student performance is assessed against a set of
predetermined standards.
Norm-referenced Evaluation
- Student performance is assessed relative to the
other students.
The “Curve”
- Sometimes a combination of criterion- and norm-
referenced processes.
MIKAELLA ROSARIO 6
 Criterion-Referenced Eval’s Small-group statistics a Small-group statistics not
Criterion-Referenced Eval’s problem. a problem.
- Based on a predetermined set of criteria.
- For instance: Assumes “this” class like Difficult to know just where
o 90% and up = A all others. to set criteria
o 80% to 89.99% = B
o 70% to 79.99% = C The “Curve”
o 60% to 69.99% = D The “Curve”
o 59.99% and below = F - The “curve” might represent a mixture of norm- and
criterion-referenced grading.
Pros Cons - The “curve” is a highly subjective process.
Sets minimum Some times it’s hard to - The “curve” is normally applied only at the end of a
performance expectations. know just where to set term.
boundary conditions.
Demonstrate what ASSESSING SCIENTIFIC PROCESS SKILLS
students can and cannot Lack of comparison data Scientific Process Skills
do in relation to important with other students and/or - Scientific Process Skills (intellectual skills closely
content-area standards schools. associated with inquiry learning).
(e.g, ILS).
Basic Scientific Process Skills:
- Observing.
Norm-referenced Evaluation - Communicating.
Norm-referenced Evaluation - Classifying.
- Based upon the assumption of a standard normal - Measuring.
(Gaussian) distribution with n > 30. - Inferring.
- Employs the z score: - Predicting.
o A = top 10% (z > +1.28)
o B = next 20% (+0.53 < z < +1.28) Integrated Scientific Process Skills:
o C = central 40% (-0.53 < z < +0.53) - Identifying variables.
o D = next 20% (-1.28 < z < -0.53) - Constructing a table of data.
o F = bottom 10% (z < -1.28) - Constructing a graph.
- Describing a relationship between variables.
Pros Cons - Acquiring and processing data.
Ensures a “spread” In a group with great - Analyzing investigations.
between top and bottom of performance, some will be - Constructing hypotheses.
the class for clear grade ensured an “F.” - Defining variables operationally.
setting. - Designing investigations.
Top and bottom - Experimenting.
Shows student performances can
performance relative to sometimes be very close. Enhanced Scientific Process Skills:
group - Solving complex, real-world problems.
Dispenses with absolute - Establishing empirical laws.
criteria for performance. - Synthesizing theoretical explanations.
- Analyzing and evaluating scientific arguments.
Being above average does - Constructing logical proofs.
not necessarily imply “A” - Generating principles through the process of
performance. induction.
- Generating predictions through the process of
NORM AND CRITERION COMPARED deduction.

Norm-Referenced: Criterion-Referenced: Miscellaneous Comments

Ensures a competitive Allows for a cooperative - Study guides can be created to set objectives.
classroom atmosphere. classroom atmosphere. - Prepare tests from objectives.
- Assess broad spectrum: content AND skills.
Assumes a standard No assumptions about - Make a rubric for questions that do not have
normal distribution. form of distribution. forced-choice answers.

MIKAELLA ROSARIO 7
 - Create an answer key for forced-choice questions. Learning through the Senses
- Double-check your answer key.
- Grade ASAP, providing corrective feedback.

Handling Appeals
- Encourage students to learn from their mistakes.
- Accept appeals in writing, due by a certain date.
- Refuse to discuss question if student will be
appealing the answer.

Appeals include the following:

- Question being appealed.
- Teacher and student responses.
- Explanation of why student’s response is as good
as or better than teacher’s expected response. Method & Recall
- Teacher responds in writing.
- No class-wide correction: each student must make
own appeal.
- Benefit: students feel they are treated fairly.

Portfolios of Student Work

- Have students prepare an ongoing, extensive
portfolio of their work.
- Maintain these portfolios in an open but supervised
setting.
- During parent-teacher conferences, have student
in attendance and have parents go through
portfolio with student under the watchful eyes of the Learners retain……
teacher.

Record Keeping
- Keep copies of your grade book or computer
program in widely separated locations.
- Keep up to date.
- Respect confidentiality laws....

LESSON: METHODS OF LEARNING

Education is not
the filling of a pail,
but the lighting of a fire. Confucius says…
- “I hear and I forget, I see and I remember, I do
William Butler and understand.”

Adult Learners
- Learn best when they feel a “need to know”. Motivation
- Learn best in a non-threatening & flexible learning 1) Establishing inclusion.
environment. 2) Developing attitude.
- Have life experiences & skills to draw upon. 3) Enhancing meaning.
- Require a variety of teaching methods to meet 4) Engendering competence.
learning needs.
- Respond to learning when they feel acknowledged 4 P’s to Teaching
& respected.
- Prepare
- Present
- Practice
- Perform
MIKAELLA ROSARIO 8
Behavioral Objectives:
- Audience Show & Tell
- Behavior - Use for demonstration.
- Conditions - Time to pass around.
- Degree - Authentic items.

Achieving Learning Goals Demonstration

- Focus on physical skills.
- Preparation is critical.
- Step-by-step.
- Reinforced verbally.
- Visible to all.
- Practice.

Role Playing
- Action focus.
- Way to practice before doing it “for real”.
- Behaviors can be tried in safe environment.
- Increases insight into problems • diagnosing
5 P’s of Presenting: situations.
- Prepare. - Pre-testing problem solutions.
- Pinpoint. - Practicing needed skills.
- Personalize.
- Picture. Affective Learning
- Prescribe. Affective Learning:
- Literature.
DOMAINS OF LEARNING - Poetry.
Domains of Learning - Films.
- Cognitive. - Art.
- Experiential. - Guest Speakers.
- Affective.
- Knowledge. Films
- Skills. - Full length.
- Attitudes. o Case studies.
- Snippets.
Cognitive Learning o 5-15 minute segments from full length films.
Cognitive Learning: o You Tube.
- Puzzles.
Youtube
- Quizzes.
- So you won’t be bored, here’s something new.
- Case Studies.
- You tube should be used; by you, and you and you.
- Lectures.
- A source of long and short video clips.
- Questioning.
- Engaging students and showing you’re hip.
- Just go to the site, search with key words.
Puzzles
- Away you will go, to unchartered worlds. Some are
- Great for… funny, some are sad, some will even make you
o Terminology. mad.
o Pathophysiology. - But useful they are, to help students think.
o Medications. - Keeping important concepts from going down the.

Experiential Learning Websites

Experiential Learning: - Organizations.
- Simulations. - Images.
- Assessments. - Facts & Statistics.
- Role Play. - Resources.
- Demonstration.

MIKAELLA ROSARIO 9
Case Study Resources
- Snapshot of real situations. - Variety of resources are necessary to support the
- Multiple uses for the exploration of issues. workplace health program.
- Method to apply content from theory to practice.
- Clearly defined tasks. EVALUATION
Process Evaluation
Small Groups - Concerned with assessing the process of your
- Numbers: health education implementation and how the
o 4 OK. work.
o 5 to 6 is best.
o 7 becoming too large. Impact Evaluation
- Benefits: - Immediate effect and change.
o Non-talkers are more comfortable sharing.
o Greater level of self- commitment. Outcome Evaluation
o Individuals less likely to be ignored. - Measures a program's results and determines
whether intended outcomes were achieved.
Games
- Structure. STEPS IN EVALUATION:
- Participation. - Involve people to participate in the activities.
- Competition. - Describe the activities to be evaluated.
- Incentive / Reward. - Select methods.
- Collect credible data.
Evaluation - Analyze the data.
- So, did students learn? - Learn from evaluation.
o Exams.
o Paper. LESSON: ETHICO-MORAL AND LEGAL
o Demonstration. FOUNDATIONS OF CLIENT EDUCATION
o Project or Presentation.
ETHICS AND MORAL
LESSON: ELEMENTS IN HEALTH EDUCATION
Elements in Health Education: Ethics
- Health message. What is Ethics?
- Educated health (sender). - Ethics came from the Greek word “ETHOS” which
- Target education (future). means character or culture.
- Way health. - It is a branch of Philosophy that determines or
studies morality.
OBJECTIVES - A method of inquiry that assists people to
Informing People understand the morality of human behavior.
- People are informed.
Types of Ethics
Motivating People Bioethics
- Concerned with clarifying. - It is a branch of ethics that studies moral values in
- Motivate them.
the biomedical sciences.
Organizational Strategies
Clinical Ethics
- To help people to identify problems and organize to - Concerned with ethical problems “at the bedside”
solve them through (organizational development).
that arise within the context of caring for actual
patients.
Training Strategies - (Example: Informed consent).
- To develop skills.
Nursing Ethics
Communication Strategies - Study of ethical issues that arise in the daily
- To provide information about health to educate and practice of nursing and of the analysis used by
motivate. (lecture-discussion). nurses to make ethical judgments.
- (Example: Illegal practices of colleagues).

MIKAELLA ROSARIO 10
 Moral
Moral
- Personal or private interpretation from what is good
and bad.
DIFFERENCE BETWEEN ETHICS AND MORALS:
- Both morality and ethics loosely have to do with
distinguishing the difference between “good and
bad” or “right and wrong.”
- Many people think of morality as something that’s
personal and normative, whereas ethics is the
standards of “good and bad” distinguished by a
certain community or social setting.
ETHICAL AND MORAL PRINCIPLES
Ethical Principles
Autonomy
- Broadly meaning “self-determination, self-rule,
self-governing”.
- The right of competent adults to make informed
decisions about their own medical care.
- The ability of an individual to make rational, un-
influenced decisions.
Non-Maleficence
- States that a medical practitioner has a duty to do
no harm to be caused to a patient through neglect.
- Non-maleficence differs from beneficence in two
ways, first is that it acts as a threshold for treatment
and second, we tend to use beneficence in
response to specific situations such as determining
the best treatment but in contrast to this, non-
maleficence is a constant in the clinical practice.
Beneficence
- Is to produce benefit, to do good, and to always act
in the best interests of the patient.
- Includes being honest with patients, which in
nearly all circumstances will be of benefit to the
patient.
Veracity
- It is being completely truthful with patients.
- Is the principle of truth telling, and is grounded in
respect for people and the concept of autonomy.
- In order for a person to make fully rational choices,
he or she must have the information relevant to his
or her decisions. Moreover, the information must
be as clear and understandable as possible.
Justice
- The principle that covers normative aspects that
are often discussed in the terminology of solidarity
and reciprocity.
- public education in the elementary and high
- Justice does so by giving an answer to the question
of what we owe to each other.
Confidentiality
- It is one of the core duties of a medical practitioner.
- It requires health care providers to keep a patient’s
personal health information private unless consent
to release the information is provided by the
patient.
Role Fidelity
- Is keeping promises to patient and remaining true
to your professional care made to provide quality,
competent, and realistic care to patients.
- Fidelity is the most important of all ethical principles
because it governs all the other principles.
Moral Principles
1. Golden Rule.
2. The principle of Totality – The whole is greater than
its parts.
3. Epikia – There is always an exemption to the rule.
4. One who acts through as agent is herself responsible
– (instrument to the crime).
5. No one is obliged to betray herself – You cannot
betray yourself.
6. The end does not justify the means.
7. Defects of nature maybe corrected.
8. If one is willing to cooperate in the act, no justice is
done to him.
9. A little more or a little less does not change the
substance of an act.
10. No one is held to impossible.
MAJOR LEGAL BASES
The Philippine Constitutions:
- 1935 CONST. Article XIV Section 5.
- 1973 CONST. Article XV Section 8 (1-8).
- 1987 CONST. Article XIV Sections 1-5 (5).
THE 1987 CONSTITUTIONS
Article XIV Sections 1-5(5)
Section 1.
- The state shall protect and promote the right of all
the citizens to quality education at all levels and
shall take appropriate steps to make such
education accessible to all.
Section 2.
- The state shall:
1. Establish, maintain and support a
complete, adequate and integrated system
of education relevant to the needs of the
people and society;
2. Establish and maintain s system of free
MIKAELLA ROSARIO 11
 school levels. Without limiting the natural
rights of parents to rear their children,
elementary education is compulsory for all
children of school age;
3. Establish and maintain a system of
scholarship grants, student loan programs,
subsidies and other incentives which shall
be available to deserving students in both
public and private schools, especially to the
underprivileged;
4. 4.Encourage non- formal, informal and
indigenous learning system, as well as self-
learning independent and out-of-school
study programs particularly those that
respond to community needs; and
5. Provide adult citizens, the disabled and out-
of-school youth with training in civics,
vocational efficiency and skills.
Section 3.
1. All educational institutions shall include the study
of the Constitution as part of the curricula.
2. They shall inculcate patriotism and nationalism,
foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the
historical development of the country, teach the
rights and duties of citizenship, strengthen ethical
and spiritual values, develop moral character and
personal discipline, encourage critical and creative
thinking, broaden scientific and technological
knowledge and promote efficiency.
3. At the option expressed in writing by the parent or
guardians, religion shall be allowed to be taught to
their children or wards in the public elementary and
high schools within the regular class hours by
instructors designated or approved by the religious
authorities of the religion to which the children or
wards belong, additional cost to the Government.
Section 4.
1. The state recognizes the complementary roles of
the public and private institutions in the educational
system and shall exercise reasonable supervision
and regulation of all educational institutions.
2. Educational institutions, other than those
established by religious groups and mission
boards, shall be allowed solely by citizens of the
Philippines or corporations or associations at least
sixty per centum of the capital of which is owned
by such citizens. The Congress may, however,
require increased Filipino equity participation in all
educational institutions. The control and
administration of educational institutions shall
vested in citizens of the Philippines. No
educational institution shall be established
exclusively for aliens and no group of aliens shall
comprise more than one third of the enrollment in
any school. The provisions of this subsection shall
not apply to schools established for foreign
diplomatic personnel and their dependents and,
unless otherwise provided by law, for other foreign
temporary residents.
3. All revenues and assets of non- stock, non- profit
educational institutions used actually, directly and
exclusively for educational purposes shall be
exempt from taxes and duties. Upon the
dissolution or cessation of the corporate existence
of such institutions, their assets shall be disposed
of in the manner provided by law. Proprietary
educational institutions, including those
cooperatively owned, may likewise be entitled to
such exemptions subject to the limitations provided
by law including restrictions on dividends and
provisions for reinvestment.
4. Subject to conditions prescribed by law, all grants
endowments, donations or contributions used
actually, directly and exclusively for educational
purposes shall be exempt from tax.
Section 5.
1. The State shall take into account regional and
sectoral needs and conditions and shall encourage
local planning in the development of educational
policies and programs.
2. Academic freedom shall be enjoyed in all
institutions of higher learning.
3. Every citizen has a right to select a profession or
course of study, subject to fair, reasonable and
equitable admission and academic requirements.
4. The State shall enhance the right of teachers to
professional advancement. Non- teaching
academic and non-academic personnel shall enjoy
the protection of the State.
5. The State shall assign the highest budgetary
priority to education and ensure that teaching will
attract and retain its rightful share of the best
available talents through adequate remuneration
and other means of job satisfaction and fulfillment.
BATAS PAMBANSA BLG. 232
(THE EDUCATION ACT OF 1982)
BATAS PAMBANSA BLG. 232
- This was an act providing for the establishment and
maintenance of an integrated system of education.
In accordance with Section 2, this act shall apply to
and govern both formal and non- formal system in
public and private schools in all levels of the entire
educational system.
As provided by this Act, the national development
goals are as follows:
1. To achieve and maintain an accelerating rate of
economic development and social progress.
MIKAELLA ROSARIO 12
 2. To assure the maximum participation of all the
people in the attainment and enjoyment of the
benefits of such growth; and
3. To achieve and strengthen national unity and
consciousness and preserve, develop and
promote desirable cultural, moral and spiritual
values in changing world.
It is also stated in Section 3 that:
- The State shall promote the right of every individual
to relevant quality education, regardless of sex,
age, creed socio – economic status, physical and
mental conditions, racial or ethnic origin, political or
other affiliation. The State shall therefore promote
and maintain equality of access to education as
well as the benefits of education by all its citizens.
RIGHTS OF STUDENTS IN SCHOOL (SECTION 9):
1. The right to receive competent instruction, relevant
quality education.
2. The right to freely choose their field of study subject
to the existing curricula and continue their course
up to graduation, except in cases of academic
deficiency or violations of disciplinary regulations.
3. The right to school guidance and counseling
services.
4. The right to access to his owns school records and
the confidentiality of it.
5. The right to issuance of official certificates,
diplomas, transcript of records, grades, transfer
credentials and similar document within thirty days
from request.
6. The right to publish a student newspaper and invite
resource persons during symposia, assemblies
and other activities.
7. The right to free expression of opinions and
suggestions and to effective channels of
communication with appropriate academic and
administrative bodies of the school or institutions.
8. The right to form or establish, join and participate
in organizations and societies recognized by the
school…, or to form, join and maintain
organizations and societies for purposes not
contrary to law.
9. The right to be free from involuntary contributions
except those approved by their organizations and
societies.
RIGHT OF ALL SCHOOL PERSONNEL (SECTION 10)
1. Free expression of opinions and suggestions.
2. To be provided with free legal service by the
appropriate government office in case of public
school personnel and the school authorities
concerned in case of private school personnel,
when charged in administrative, civil and/or
criminal proceedings, by parties other than the
school authorities concerned, for actions
committed directly in the lawful discharged of
professional duties and/or in defense of school
policies.
3. Establish join, maintain labor organization of their
choice to promote their welfare and defend their
interest.
4. To be free from involuntary contributions except
those imposed by their own organizations.
SPECIAL RIGHTS AND/OR PRIVILEGES OF
TEACHING OR ACADEMIC STAFF (SECTION 11)
1. Right to be free compulsory assignment not related
to their duties defined in their appointment or
employment contracts unless compensated
thereof. (additional compensation Sec. 14 R.A.
4670- at least 25% his regular remuneration)
2. Right to intellectual property………
3. Teachers are persons in authority when in lawful
discharge of duties and responsibilities… shall
therefore be accorded due respect and protection
(Commonwealth Act No. 578)
4. Teachers shall be given opportunity to choose
career alternatives for advancements.
RIGHTS OF ADMINISTRATORS (SECTION 12)
- School administrators shall be deemed persons in
authority while in the lawful discharge of their
duties and responsibilities…. Shall be accorded
due respect and protection (Commonwealth Act
No. 578).
New Curriculum
- In a historic moment for advocates of educational
equity, President Benigno Aquino III approved
Republic Act (RA) 10533, signing into law the K+12
program on May 15, 2013.
- The K+12 program covers kindergarten and twelve
years of basic education — six years of primary
schooling, four years of junior high school and two
years of senior high school.
- K+12 aims to provide mastery of skills for lifelong
learners and prepare them for career opportunities.
- The curriculum also prepares graduates to acquire
mid-level skills that will allow them more
opportunities even in the global job market.
- The K-12 program offers a decongested 12-year
program that gives students sufficient time to
master skills and absorb basic competencies.
- Students of the new system will graduate at the
age of 18 and will be ready for employment,
entrepreneurship, middle level skills development,
and higher education upon graduation.
- The K-12 program accelerates mutual recognition
of Filipino graduates and professionals in other
countries.
- Kindergarten is mandatory for five-year-old
children, a pre-requisite for admission to Grade.
MIKAELLA ROSARIO 13
New Curriculum
- The new curriculum gives students the chance to
choose among three tracks (i.e. Academic;
Technical-Vocational-Livelihood; and Sports and
Arts) and undergo immersion, which provides
relevant exposure and actual experience in their
chosen track.
- The old system gives the students lack mastery of
basic competencies due to a congested ten-year
basic education curriculum.
- Graduates of the old curriculum are younger than
18 years old and are not legally ready to get a job
or start a business.
- Foreign countries perceive a ten-year curriculum
as insufficient. They do not automatically recognize
Overseas Filipino workers (OFWs) as
professionals abroad.
- Kindergarten (a strong foundation for lifelong
learning and total development) is optional and not
a pre-requisite for admission to Grade 1.
- Old education system offers a broad curriculum
that does not include enough practical
applications.
Republic Act No. 10533
Republic Act No. 10533
- Republic Act No. 10533, entitled “An Act
Enhancing the Philippine Basic Education System
by Strengthening Its Curriculum Enhanced Basic
Education Act of 2013,” was approved on May 15,
2013, and which took effect on June 8, 2013.
Section 1.
- Title. Referred to as the Implementing Rules and
Regulations (IRR) of the “Enhanced Basic
Education Act of 2013” (Republic Act No. 10533).
Section 2.
- Scope and Application. The provisions of this
IRR shall primarily apply to all public and private
basic educational institutions and learning centers.
Section 3.
- Declaration of Policy. This IRR shall be
interpreted in light of the Declaration of Policy
found in Section 2 of the Act.
Section 5.
- Basic Education. Pursuant to Section 3 of the Act,
basic education is intended to meet basic learning
needs which provides the foundation on which
subsequent learning can be based. It
encompasses kindergarten, elementary, and
secondary education as well as alternative learning
systems for out-of-school learners and those with
special needs under Section 8 of this IRR.
Section 6.
- Enhanced Basic Education Program. For
purposes of this IRR and pursuant to Section 4 of
the Act, the enhanced basic education program
encompasses at least one (1) year of kindergarten
education, six (6) years of elementary education,
and six (6) years of secondary education, in that
sequence. Secondary education includes four (4)
years of junior high school and two (2) years of
senior high school education. The enhanced basic
education program may likewise be delivered
through the alternative learning system (ALS).
LESSON: HEALTH EDUCATION TEAM
ROLE OF THE NURSE AS A HEALTH EDUCATOR
Role of the Nurse as a Health Educator
- This responsibility to teach individuals is balanced
by their right to know about diagnosis, treatment,
risks, benefits, costs, and alternatives.
- The nurse’s role to support the rights of the
individuals to know their health status and to
assess and assist a person’s physical,
psychological and spiritual response to that
knowledge.
- Health Education encourages elf-care, self-
empowerment and ultimately, less dependence on
the health care syst.
Giver of Information
- Nurses as educators play a 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.
- Health education involves not only providing
relevant information, but also facilitating health-
related behavior change. The nurse, using health
education principles, can assists people in
achieving their health goals in a way that is
consistent with their personal life-styles, values,
and beliefs.
Facilitator of Learning
- Nurses need to establish communication with other
health care professionals to facilitate the process
of care.
- Facilitator will assist students to develop the
knowledge, attitude and skills necessary for
practice within the clinical environment.
- Facilitator will have highly developed
communication and interpersonal, skills a strong
monk of ethic and commitment to research
evidence based practice.
MIKAELLA ROSARIO 14
Coordinator of Teaching
- Work with other health care professionals and may
also conduct patient education programs.
- Coordinators are often responsible for selecting
education materials, scheduling clinical training
sessions, and keeping records of personnel.
- Working with patients may be expose these
professionals to infectious diseases.
Career Requirements:
- Degree Level.
- Degree Field.
- Experiences.
- Licensure & Certification.
- Key Skills.
- Salary.
Step 1: Become a Licensed Registered Nurse
- Nurses who want to become nurse educators
require the minimum of a bachelor's degree.
- Consider a dual degree program.
- Each state has slightly different licensing
procedures for registered nurses.
Step 2: Experience
- Many job postings indicate that employers prefer
applicants with three or more years' experience.
Step 3: Earn a Master's Degree
- Master's degree programs in nursing offer core
classes in areas such as advanced healthcare
assessment, medical research, leadership, and
healthcare systems.
- Choose a related concentration field.
Advocate for the Client
- Nurses are advocates for their patients in several
critical ways. They are communicators, liastors,
educators, interpreters and caregivers.
o Helping to make in formed decisioning.
o Making patients a priority.
o Being a resource.
ROLE OF THE FAMILY IN HEALTH EDUCATION
Family
- Family is called a team of individuals that are
connected with bonds of marriage, blood and
adoption, and interact between each other.
Health Education
- Health education is learning process specifically
designed to assist individuals and communities to
improve their health in a way that increases their
knowledge or influence their attitudes.
- The overall objective of health education, based on
a holistic understanding of health, is to promote
health and healthy lifestyles.
Role of the Family in Health Education
- Families have long been a focus in health and
illness. Historically, families have been viewed both
as the source of illness and poor health and as the
social unit responsible for the health and well-being
of its members.
- Health education for the members of the family or
the family itself satisfies the basic needs of a
person.
The mother as an educator of health
- Mother is the first and the best teacher – proverb.
The Father as an educator of health
- The father in a family is a very important factor,
concerning the organization of a nice and
appropriately functional development of a house
hold, with a specific accent on the children.
In short, the family is the recipient of prevention, the
promoter, the sustainer of life and the cure. So, this system
helps to improve life, from fear, distress, feeling of
weakness, and lack of hope, as long as they support.
Health education in their family is effective.
CHARACTERISTIC AND HEALTH CARE BELIEFS
AND PRACTICES IN HEALTH EDUCATION
Characteristics
- Is a special quality or trait that makes a person,
thing, or group different from others.
Filipino Cultural Characteristics
- Work Ethic
o Filipino nurses are well liked because they
are hardworking.
- Spirituality
o Filipino nurses are very religious people.
o There is a deep faith in God.
- Sensitivity
o On the other hand, this is one way of
valuing feelings and the temperament of
another human being.
- Respect and Reverence
- Modesty
- Close Family Ties
o Filipino nurses have strong family ties.
Health Care Beliefs:
- Don’t Sleep with wet hair.
- Don’t eat sweets when you have your period.
- Wounds heal faster if licked by a dog.
MIKAELLA ROSARIO 15
 - Eye sore or Pink eyes is best healed with breast and as hospital laboratory equipment. In addition
milk. technology is now rapidly entering education as
- Breech-born people are usually good masseuses. well. Games, podcasts, e-compendiums, Massive
They can also cure people with fish bones stuck in Open Online Course (MOOC) and simulation tools
their throats. are all technological based learning tools
- Blood bath. increasingly used in higher education.
- Circumstances.
WEB 2.0
Another health care beliefs – for pregnant woman. - “Web 2.0 is a socially connected web where
1. Pregnant women should not wear a necklace or anyone can access, edit, create, and collaborate
wrap a towel around her neck. within the information space.”
2. Pregnant women should not go to funerals and the
cemetery.
3. Pregnant women are not allowed to drink soft
drinks because the child will become stubborn.
4. A pregnant woman should listen to music a lot if
she wants the baby to be musically inclined.
5. If a pregnant woman eats twin bananas, the baby
in the womb will become twins.
6. Avoid eating sticky foods to have smooth labor.
7. A pregnant woman's food cravings will affect the
physical appearance of the baby.
8. Eat raw eggs when you’re pregnant so you’ll have
an easier time during delivery. TYPE OF DEFINITION HEALTH
9. A pregnant woman should avoid crying so she TECHNOLOGY EDUCATION
doesn't end up with a crybaby. USED EXAMPLE
BLOGS Simple website Health care blog.
PRACTICES IN HEALTH EDUCATION with brief
Folk Doctor opinions and
- Combines traditional techniques with some information in
western medicine. the forms of post
WIKIS A webpage that Public Health
Faith Healer allows for Wikis.
- Religion based health care. anyone to add,
- Physic Healers and surgeons. omit & edit
- Christians or Mystics. information.
SOCIAL A webpage Email based
Shamans NETWORKING designed to platform to allow
- Mystics. connect user maximum
- Conducts ceremonies, sacrifices and offerings to and allow for communication
appease evil spirits or witches/sorceres. communication amongst Health
Educator.
TECHNOLOGIES AND SETTINGS IN HEALTH PODCAST Audio recording Health talk
EDUCATION in the form of podcast/Radio.
Technology lectures,
interviews and
- Technologies are an essential element of the
chats.
knowledge and information society.
- New technologies in today’s knowledge society
NEW TECHNOLOGIES FOR HEALTH EDUCATION
and information technologies (ICT) have become a
sign of progress, improvement and quality that Digital Health
determine our lives and have an essential role in - Digital health is the convergence of digital
health education as it relates to the prevention, technologies with health, healthcare, living, and
diagnosis and treatment of the symptoms of society to enhance the efficiency of health care
disease. delivery and make medicines more personalized
- Technology is an important aspect of health, it is and precise.
found in e.g. hightech apparatus in surgery rooms - The discipline involves the use of information and
communication technologies to help address the
MIKAELLA ROSARIO 16
 health problems and challenges faced by people many aspects of bodily functions and activities and
under treatment. geolocation details has provided people with the
opportunity to engage in self-tracking.
DIGITAL INFORMATION ACCESS AND SHARING - These technologies produce detailed data that
TECHNOLOGIES may be readily communicated to others via social
Digital information access and sharing technologies. media platforms or to medical or public health
- Health and medical support and information professionals monitoring people’s biometrics and
websites, apps and social media sites have health-related habits.
proliferated, facilitating the access of lay people to
health-related information and providing them with Gluten Sensor
the opportunity to share experiences of their
illnesses or healthpromoting activities.
- One of the newest digital health technologies is the
app that can be downloaded on smartphones,
iPods and tablet computers. Tens of thousands of
health-related apps for mobile digital devices have
been developed for commercial use. Many of these
apps focus on disseminating information about
behaviours such as food consumption, weight
control, alcohol consumption, smoking cessation, Wireless Blood Pressure Monitor
physical fitness, sun exposure, mental health and
sexual health.

Health Information Access

Personal EKG Monitor

Sharing Technologies
Wireless Smart Glucometer

Smart Watch

PERSONAL HEALTH TRACKING DEVICE FOR

HEALTH AND FITNESS
Personal health tracking device for health and fitness
- The development of wireless mobile devices and
associated software that can monitor and measure

MIKAELLA ROSARIO 17
 Compact Air Pollution Monitor Breathing Games

HEALTH AND FITNESS DIGITAL GAMING

Health and Fitness Digital Gaming Monster Guard
- Health promotion professionals have begun to use
digital gaming technologies in their programs.
- These platforms offer the opportunity for people to
create avatars and interact with others using real-
time communication tools.
- Health promotion researchers have argued that
these sites can be used for the dissemination of
educational materials for lay people as well as Mindmaze
providing virtual training environments for
healthcare workers.

Horse Riding Simulator

SENSOR EMBEDDED ENVIRONMENTS AND

CITIZEN SCIENCE INITIATIVES
Sensor embedded environments And citizen science
initiatives:
Xelerate - Sensor – based technologies are expanding in
domestic and urban environments.
- Many self-tracking and self-care devices include
digital sensors for monitoring geolocation and
physical movement and biometric data.
- ‘Smart’ objects embedded with sensors can be
installed in people’s homes to monitor their
physical activity.

Theora Care
Botboxer

MIKAELLA ROSARIO 18
 Sleep Tracker Matress

Cubesensor

Google Nest

ADVANCE TECHNOLOGY
Stereoinmotion
- Stereoinmotion an educational application that
brings 3D – immersive technology and its
socialization to the health sector for further clinical
application.

Anatomyou
- Also a 3D immersive technology which is used with
VR devices.

MIKAELLA ROSARIO 19