BACHELOR OF SCIENCE IN NURSING:

HEALTH EDUCATION

COURSE MODULE COURSE UNIT WEEK

1 1 1
Historical Development of Health Education

CHECKLIST
 Read course and unit objectives
 Read study guide prior to class attendance
 Read required learning resources; refer to unit
terminologies for jargons
 Proactively participate in classroom discussions
 Participate in weekly discussion board (Canvas)
 Answer and submit course unit tasks

REQUIRED MATERIALS
Personal laptop/mobile device
Internet connection/device
Reading materials
Paper and pen for writing

UNIT EXPECTED OUTCOMES

At the end of this course, the students are expected to:
Cognitive:
1. Discuss the historical development of health education and its implication to
nursing profession.
2. Recognize health education as a method of work, its place in nursing and in
health care system.

Affective:
1. Listen attentively to the discussions and opinions in the class.
2. Initiate asking questions that challenge class thinking.
3. Express freely the personal opinion with respect to others opinion.

Psychomotor:
1. Participate actively during class discussions.
2. Confidently express personal opinion and thoughts in front of the class.

REQUIRED READING

Legal basis of health education in nursing profession, read the Nursing Law Article VI
section 28 of Republic Act No. 9173 or Philippine Nursing Act of 2002. Website:
https://www.prc.gov.ph/nursing

STUDY GUIDE
Overview of Health Education in Health Care

• The recent developments in the field of health care have served to highlight the
important role of education in “helping the patients and their families assume
responsibility for self-care management”.

• With the current third-party payor system, nurses are expected to be the prime
movers in delivering high quality, effective and efficient nursing care which will
result to shorter hospital confinement and continuation of recovery and
rehabilitation through home care and or community-based nursing care.

Historical Development of Health Education

• The teaching function will always be an integral part of the duties of a professional
nurse. This dates back to the time when Nursing was given recognition as a
discipline in the 1800’s. This has started during the time of Florence Nightingale,
which she focused on changing and manipulating the environment.
 • Today, Nurse Practice Acts (NPAs) in the US universally include teaching within
the scope of nursing practice responsibilities.

• In 1993, the Joint Commission on Accreditation of Healthcare Organization

(JCAHO) delineated nursing standards or mandates for patient education which
are based on positive outcomes for patient care.

Five Areas of Responsibility of Health Education

1. Planning – includes plans of health activities in the in different settings using

appropriate instructional materials involving well and sick client across the ages
and considering their health beliefs and practices.
2. Implementation of health education – includes use of age appropriate
strategies, intervention, and programs.
3. Evaluation and Research – a continuous practice that improves and innovates
nursing practice.
4. Resource person – provides up-to-date information to patient, family members,
and colleagues in the profession.
5. Advocate – protects the welfare of the patient when needed.

Evolution of the Teaching Role of Nurses

Before, the focus of nurses teaching effort is on the care of the sick and promoting the
health of the well public. As the nursing profession continuously evolves the scope of
responsibility expands as well, including:

1. Teaching as function within the scope of nursing practice

2. Educating their colleagues
3. Training the trainer
 Difference of Nursing Process and Education Process

NURSING PROCESS EDUCATION PROCESS

Appraise physical and
psychosocial needs
Develop care plan based on
mutual goal setting to meet
individual needs
Carry out nursing care
interventions using standard
procedures
Determine physical and
psychosocial outcomes
Figure 1. Parallelism of Education Process and Nursing Process by Bastable, 2019
Ascertain learning needs,
ASSESSMENT readiness to learn and
learning styles
Develop teaching plan based
on mutually predetermined
PLANNING
behavioral outcomes to meet
individual needs
Perform the act of teaching
using specific teaching
IMPLEMENTATION
methods and instructional
materials
Determine behavioral
changes (outcomes) in
EVALUATION
knowledge, attitudes, and
skills

TERMINOLOGIES
Health –state of complete physical, mental, emotional, and spiritual well-being and not
merely the absence of disease or infirmity (WHO)

Education – acquisition of the art of utilization of knowledge

Health Education – a science and a profession of teaching health concepts to promote,

maintain and enhance health, prevent illness and disability

FURTHER READING
Social & Cultural Factors Related to Health Part A: Recognizing the Impact by Christie
Kiefer. Website: www.google.com

COURSE TASK
Submit your answers online in Word document format.

• In your own point of view, what is the most significant criteria in health teaching
or when educating our client? Explain your answer with supporting literature.
 • Explain the following in 200 words:
o Purpose of health education to patient
o Goal of health education to nurses/student nurses
o Benefits of health education to patient, student nurses, and nurses.

REFERENCE
Bastable, Susan (2019), Nurse as Educator: Principles of
Teaching and Learning for Nursing Practice, 5th edition,
Jones & Bartlett Learning, LLC