NCMA 112: HEALTH EDUCATION
PRELIMS
1st year, 2nd SEMESTER | S.Y 2021-2022
LECTURER: Ma’am Laicherry Y. Roman, RN, RM, LPT.
TOPIC
SUBTOPIC
SUB-SUB TOPIC
[@] – prof’s notes
[$] – from book
WEEK 1: HISTORICAL BACKGROUND OF HEALTH
EDUCATION
HEALTH EDUCATION
 Process of assisting people to learn health- related
behaviors that they can incorporate into everyday life
with the goal of achieving optimal health and
independence in self-care.
[@] One of the importance of health education is to help patients
and their families and assume their responsibility to self-care
management.
 Set of planned educational activities using a
combination of methods (teaching, counseling and
behavior modification) that are designed to improve
patient’s knowledge and health behaviors.
PURPOSE OF HEALTH EDUCATION
 To increase the competence and confidence of client
for self-management.
[@] One of the goal of health education is to or for the client to
achieve their independence in self-care.
IMPORTANCE OF HEALTH AND HYGIENE
WEEK 1
TRANSCRIBED BY: MARIA ALYSSA V. JIMENEZ
[@] When we conduct our health education; for example to this
children they will learn, they will change their behavior and their
beliefs and their thinking and they will be able to adapt into this
changes and they will be able to gain their independence on self-
care.
HISTORICAL FOUNDATIONS FOR THE TEACHING ROLE
OF NURSES
PATIENT EDUCATION MID 1800
 Nursing was first acknowledge as a unique course
 Responsibility for teaching has been recognized as an
important role of nurses as care givers
 The focus of teaching effort of nurses as health
promotion and caring of the sick but also an
educating other nurses for professional nursing
practice.
FLORENCE NIGHTINGALE
 Founder of Modern Nursing
 Developed the first school of nursing
 Teaches nurses, physicians and health official about
the importance of proper conditions in hospital and
homes to improve health of people
 Emphasize the importance of teaching patients of the
needs for adequate nutrition, fresh air, exercise and
personal hygiene to improve their well-being.
HISTORICAL DEVELOPMENT OF HEALTH EDUCATION
1900’s
 Primary health nurses understood the significance of
the role of the Nurse as Teachers in preventing disease
and in maintain the health of society.
o Nurse Practice Acts (NPAs ) in the US
universally include teaching within the scope
of nursing practice responsibilities
o In 1993, the Joint Commission on
Accreditation of Healthcare Organization
(JCAHO) mandates for patient education
which are based on positive outcomes for
patient care.
For decades then, Patient teaching has been recognized as an
independent nursing function.
Learners: patients, families, community and colleagues
[@] Our function, we nurses as teachers and who are learners
our learners are the patients, the families, the community and
our colleagues.
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1918
 NLE in US recognized the responsibility of nurses for
the promotion of health and the prevention of illness in
such settings as schools, homes, hospitals, and
industries.
1978
 AHA established the rights of patients to receive
complete and current information concerning diagnosis
and treatment
1933
 JACHO. These standards which take the form of
mandates, are based on descriptions of positive
outcomes of patient care.
1995
 Pew Health Professions Commission, influenced by
the dramatic changes currently surrounding
healthcare, published a broad set of competencies that
it believes will mark the success of the health
professions in the twenty-first century.
[@] These are our clients, not just the patients, as well as the
patient’s family, the whole community and our co-nurses. Those
are our learners when we do our health education.
GOAL OF HEALTH EDUCATION
 To increase the responsibility and independence of
clients for self-care
o By supporting patients through the transition from
being dependent on others to being self-sustaining
in managing their own care.
[@] For example, you have a patient post-operative. Usually,
yung patient mo inside of the hospital we do have a nurse to
provide and assists his/her needs as well as assist the patient
through to his/her daily activities in living. Unfortunately, when
the patient go home and the patient has no family member with
them, no one will provide his needs like a nurse. When we do
our health education, kapag nandon palang ang patient sa
hospital and mag start tayo mag health teaching sa kanya kung
paano niya or paano siya magiging self-sustaining or to be
independent on how to take care good of himself/herself, pag
uwi niya sa bahay kaya niya na gawin ang kanyang daily
activities in daily living niya. For example, taking medication at
the proper time. Kapag nasa hospital at naturo na sa patient on
how to properly administer or take ang kanyang home meds,
pagdating sa bahay aalahanin na lang or tatandaan ng patient
ang instructions nang nurse kung paano properly niya itatake
yung certain medications or prescribe medications sa kanya at
a specific time.
o From being passive listeners to active listeners.
o Interactive educational approach will provide
client to explore and expand their self-care
abilities.
[@] When we do our health education, minsan yung mga patient
natin passive listeners lang sila, hindi sila nakikicooperate,
nandon lang sila nakikinig. Pero masasabi natin na reach yung
goal natin kapag naging active listener na yung patient. Paano
yun? Kung nung una naghealth teaching ka at nakikinig lang sila
at hindi siya sumasagot or di siya naki-eengage with the
discussion. Pero after, sa mga sumunod na health teaching mo,
nakita mo na nakuha mo yung idea or nakuha mo yung interest
ng patient. It will help the client or it may promote client’s
engagement with the health teaching. From being passive
listener, okay lang sige nurse magsalita ka dyan makikinig lang
ako to being active listener, makiki-engage na siya, ask
questions when you asked something, the client will be able to
answer your questions or kapag nagdemo ka yung client mo ay
kaya na gawin ang return demonstration. That’s the meaning
from being passive listener to active listeners.
WHAT ARE THE BENEFITS OF CLIENT EDUCATION?
1. Increase consumer satisfaction
[@] Since, yung patient natin na mas naiintindihan nila ang
kanilang health care because of your health education mas alam
nila ano yung gagawin nila para mas mapabuti yung kanilang
condition. So, it does increase consumer satisfaction.
2. Improve quality of life
3. Ensure continuity of care
[@] Since, nag health education ka sa patient mo or nag health
teaching ka bago sila madischarge sa hospital. For example,
pag uwi nila sa bahay at dahil tinuro sa akin ng nurse at ito ang
gagawin ko kaya parin nilang ipagpatuloy ang kanilang care
kahit nandon na sila sa bahay by applying kung ano natutunan
nila from you(as a nurse).
4. Decrease patient anxiety
[@] How? Kapag may question ang patient sa isip niya at hindi
niya maintindihan or hindi naalivate yung anxiety niya dahil hindi
na clarify sa kanya yung question niya. So with the proper health
education, lahat nang agam-agam ng anxiety ng patient
maaddress yon and then it will decrease.
5. Effectively reduce the complications of illness and
the incidence of disease
[@] If the client is well informed, example postoperative uuwi na
sa bahay, kapag tinuruan mo ang pasyente mo kung paano mag
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proper wound dressing. What could happen? Yung complication
for infection doon sa wound area niya ay ma prevent. Bakit?
Natuto siya sa health teaching mo.

6. Promote adherence to treatment plans

[@] Kapag naturo natin sa patient the importance why do we

need to adhere to treatment plans to prevent the complications
of a certain disease or to complete their treatment regimens.
When we do our health teaching and we emphasize about these
in our client at naintindihan ito ng client mas maiimprove or to
promote their adherence treatment plans

7. Maximize independence in the performance of

activities of daily living
8. Energize and empower consumers to become
actively involved in the planning of their care

[@] During health teaching, from being passive listener to active

listener at na-engage mo yung client sa inyong teaching
session. It will empowered them para mas maging involve sila
to plan their care on themselves kasi mas naiintindihan nila yung
nangyayari sa kanilang healthcare.
EVOLUTION OF THE TEACHING ROLE OF NURSES
 Teaching as function within the scope of nursing
practice
[@] It was previously discussed in the previous life.
 Educating their colleagues
[@] Hindi lang patient ang ating learners but as well as faculty,
family, and the community or our co-nurses or our colleagues.
Since, we also conduct health promotion or health teaching in
our client, we also conduct training to our co-nurses kapag
meron tayong natutunan na bago or meron tayong mga updates
pag nag attend tayo ng seminars or training. We share those
information to our colleagues to improve their learning as well.
 Training the trainer
[@] We conduct to train our co-nursed based on the training na
natutunan natin to share it to our colleagues para naman ma-
train sila sa atin para ma-improve ang ating healthcare delivery
system.
 Clinical instructor
[@] These are our professional nurses or our teachers in the
nursing school wherein, clinical instructor are the ones who
trained the nursing students to improve them as a better nurse
when time comes.
EDUCATION PROCESS
 Systematic, sequential, logical, scientifically based,
planned course of action consisting two major
interdependent actions: TEACHING AND LEARNING
- This process forms continuous cycle that also
involves two interdependent players: TEACHER
AND LEARNER, jointly perform teaching and
learning activities, the outcome of which leads to
mutually desired behavior changes.
[@] So apply natin siya into health education. Dito teacher and
learner, teacher natin ay yung nurse and our learner is the client.
Yung teaching and learning activities ay ang example natin ay
yung we discussed of importance, benefits and steps of
handwashing. And then, what will be the mutually desired
behavior change. Ang nurse ay yung teacher at yung learner
natin ay ang client. Tinuruan natin ang client about
handwashing, nagkaroon ng mutually desired behavior change
after matuto ng client nyan. The client will be able to perform
handwashing from time to time and decreases the incidence of
infection and cross contamination.
TEACHING AND INSTRUCTION
 Teaching is a deliberate intervention that involves the
planning and implementation of instructional activities
and experiences to meet intended learner outcomes
according to a teaching plan.
 Instruction is a component of teaching that involves of
sharing information and experiences to meet intended
learner outcomes in the cognitive, affective and
psychomotor domains according to an educational
plans.
[@] Pagpina-ikli natin, pag sinabing teaching and instruction
paano siya itinuro sa ating learners. Paano nga ba ‘yon? Pwede
daw teaching and instructions can be formal and informal, when
we say formal, pwede mo siya gawin into a classroom or a
formal set up or informal pwede magkaroon ng teaching habang
nagkwekwentuhan ang nurse at ang patient. Pwede rin siyang
structured, organized activities pwede bago ka pumunta sa
pasyente meron ka nang list or topics to be discuss or pwede
mo siya gawing seminars. Pwede planned in advance or
maglalagay ka ng schedule during this time to conduct health
teaching, magbibigay ka ng date at sasabihin mo kung ano ang
topic at magstart ka or pwedeng spontaneous lang.
 Can be formal and informal
 Structured, organized activities or spur of the moment
session during conversation
 Planned in advance or spontaneous

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 LEARNING 5. Advocate – protects the welfare of the patient when
needed
Definition:
ASSURE MODEL
 Change in behavior (KSA) that can be observed or
measured and that occur at any time or in any place
resulting from exposure to environmental stimuli
 An action by which KSA are consciously or
unconsciously acquired that behavior is altered in
someway

[@] Masasabi mo daw kapag nagkaroon ng learning if there is a

change in patient’s knowledge kung meron siyang previously na
alam and then nagturo ka, ang alam niya before ay nag improve
or change either cognitively, affectively or sa skills nagkaroon ng
change it means meron learning na nangyari. For example, sa
mga bata kung before takot sila magtoothbrush pero
nagconduct ka nang health teaching dito sa mga preschoolers
na ito kung gaano importante mag toothbrush para sa ating
ngipin at how to properly do that and how will they benefit from THE ROLE OF NURSE EDUCATOR IN STAFF AND
brushing their teeth to prevent the complications. Masasabi mo PATIENT EDUCATION
na may learning na nangyari when your audience which are the
preschoolers changed their perspective when it comes to
brushing their teeth who used to be scared. But after your health
teaching, they understood and want to toothbrush and learned
the importance of it and they will start to properly toothbrush their
teeth.

- Not how much the nurse imparts but how much the
person learn

NURSING PROCESS vs EDUCATION PROCESS

THE BENEFITS OF EFFECTIVE PATIENT EDUCATION

FIVE AREAS OF RESPONSIBILITY OF HEALTH

EDUCATION

1. Planning – includes plans of health activities in the

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

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 NCMA 112: HEALTH EDUCATION
PRELIMS WEEK 2
1st year, 2nd SEMESTER | S.Y 2021-2022 TRANSCRIBED BY: MARIA ALYSSA V. JIMENEZ
LECTURER: Ma’am Laicherry Y. Roman, RN, RM, LPT.

WEEK 2: LEARNING THEORIES RELATED TO

HEALTHCARE

LEARNING THEORIES

 A learning theory is a coherent framework of integrated

constructs and principles that describe, explain, or
predict how people learn.
 A learning theory is a coherent framework of integrated
constructs and principles that describe, explain, or
predict how people learn. The construction and testing
of learning theories over the past century contributed
much to the understanding how individuals acquire
knowledge and change their ways of thinking, feeling,
and behaving.

[@] They also reflects on evidence based approach on learning

that accumulated body of researching information and used to
guide education process and has challenge a number of popular
notions and needs about learning.
LEARNING
 Learning is defined as a relatively permanent change
in mental processing, emotional functioning, skill,
and/or behavior as a result of experience. It is the life
long, dynamic process by which individuals acquire
new knowledge or skills and alter their thoughts,
feelings, attitudes, and actions.
 Learning enables individuals to adapt to demands and
changing circumstances and is crucial in healthcare.
o For patients and families to improve their
health and adjust to their medical conditions
o For students acquiring the information and
skills necessary to become a nurse
o For staff nurses devising more effective
approaches to educating and treating patients
and one another in partnership.
FIVE LEARNING THEORIST
1. Behaviorist Theory
2. Cognitive Theory
3. Social Theory
4. Psychodynamic Theory
5. Humanistic Theory
WHY DO WE NEED THEORIES?
 Theories tie together concepts and propositions that
teachers often repeat.
 Learning theories take concepts and propositions
(statements of the relationships between
concepts) and fit them together to explain why people
learn and predict under what circumstances they will
learn.
BEHAVIORIST THEORY
 Earliest formal theories of learning
 Behaviorist Philosophy
 Studying thoughts and feelings
o John Watson & Ivan Pavlov
 Defined learning as a more or less
permanent change in behavior
 Behavior is a result of series of
conditional reflexes, and all emotion
and thought are a result of behavior
learned through conditioning
[@] Like what examples given a while ago about hand washing
so did we could tell that the learning occurs if the client changes
their behavior under behaviorist theory. For example, kapag
tinuruan ang client o halimbawa we do have learners na kids
and then we conduct health teaching of proper handwashing.
So, masasabi natin that there’s learning that occurs kapag itong
mga bata na tinuruan natin, whenever they go to toilet after they
finish peeing, deretso sila sa sink to wash their hands. So,
meaning meron learning nangyari. Kasi if before bago ka mag-
health teaching pagkatapos nila gumamit nang toilet at di sila
naghuhugas ng kamay but after ng health teaching mo na-
observe mo na after they use the toilet, naghuhugas na sila ng
kamay. So, their behavior changes meaning under behaviorist
approach meron learning na nangyari kasi nagkaroon ng
change of behavior which everytime to mga bata na to they start
to wash their hands.
 Focusing on what is directly observable
 Learning is the product of stimulus condition(S) and
response(R)
 It is useful in nursing practice for the delivery of
healthcare
 Respondent conditioning or Classical Conditioning
(Pavlov) emphasizes the importance of stimulus

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 conditions and the association formed in the learning
process.
o Example: Respondent conditioning is used to
extinguish chemotherapy patient’s
anticipatory nausea and vomiting
 Systematic desensitization is a technique based on
respondent conditioning that is used by psychologists
to reduce fear and anxiety in their clients
 The assumption is that fear of a particular stimulus or
situation is learned
 It can also be unlearned or extinguished
 With this approach, fearful individuals are first taught
relaxation techniques. While they are in state of
relaxation, the fear-producing stimulus is gradually
introduced at a nonthreatening level so that anxiety and
emotions are not aroused.
OPERANT CONDITIONING
 B.F Skinner is regarded as the father of Operant
Conditioning, but his work was based on Thorndike’s
(1898) law of effect
 It focuses on the behavior of the organism and the
reinforcement that occurs after response
 According to this principle, behavior that is followed by
unpleasant consequences is less likely to be repeated.
 It was coined by behaviorist B.F Skinner. He believes
that internal though and motivations could not be used
to explain.
 He suggested at the external observable causes of
human behavior.
 Skinner used the term operant to any “active behavior
that operates upon the environment”
ADVANTAGES:
 This theory is simple and easy to use.
 It encourages clear objective analysis of observable
environment stimulus conditions, learners’ responses
and the effect of reinforcement on people’s action
DISADVANTAGES:
 This is teacher centered model in which learners
assume are assumed to be relatively passive and
easily manipulated
 It focuses on extrinsic reward and external incentives
reinforces and promotes materialism rather self-
initiative
 Based on animal studies, result not applicable to
human behavior
 Clients changed behavior may deteriorate overtime
REINFORCEMENT
 Rein forcer – a stimulus or event applied after a
response that strengthens the probability that the
response will be performed again.
[@] When specific responses reinforce on a proper schedule
behavior can be either increase or decrease.
o According to Skinner (1974), using positive
reinforcement (i.e., Reward) greatly enhances
the likelihood that a response will be
repeated. In similar circumstances.
 Positive reinforcement is the
application of a pleasant stimulus;
giving positive reinforcement (i.e.,
reward) greatly enhances the
likelihood that a response will be
repeated in similar circumstances.
 Example: A patient moans and
groans as he attempts to get up and
walk for the first time after an
operation, praise and
encouragement (reward) for his
efforts at walking (response) will
improve the chances that he will
continue struggling toward the
independence.
Reward Conditioning occur when a pleasant stimulus is
applied following an organism’s response.
 Negative Reinforcement is the removal of an aversive
or unpleasant stimulus. This form of reinforcement
involves the removal of an unpleasant stimulus through
either escape conditioning or avoidance conditioning.
The difference between the two types of negative
reinforcement relates to timing.
o Example: If a child does not complete
homework, the teacher will give a low mark,
the child will complete the homework to avoid
failing mark. Thus, it strengthens the
behavior.
Escape Conditioning
 as an unpleasant stimulus is being applied, the
individual responds in some way that causes the
uncomfortable stimulation to cease.
o Example: When a member of the healthcare
team is being chased in front of the group by
being late and missing meetings, she says
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 something humorous. The head of the team
stops criticizing her and laughs
[@] Because the use humor allow the team member to escape
at a essence situation chances are that she will employ humor
again to alleviate a stressful environment encounter and thereby
deflect attention from her problem preview
Avoidance Conditioning
 Unpleasant stimulus is anticipated rather than being
applied directly. Avoidance conditioning has been used
to explain some people’s tendency to become ill to
avoid doing something they do not want to do.
o Example: A child fearing a teacher or a test
may tell his mother that he has a
stomachache.
[@] For this child, if it allowed to stay at home from school the
child may increasingly complained of sickness. In this case the
behavior has been increase with negative reinforcement
To decrease or extinguish the probability of a response:
 Behaviors may be decreased through either non-
reinforcement or punishment
 That the simplest way to extinguish a response is not
to provide any kind of reinforcement for some action.
o Example: offensive jokes in the workplace
may be handled by showing no reaction; after
several such experiences, the joke teller, who
more than likely wants attention- and negative
attention- may curtail his or her use of
abrasive humor. Keep in mind, too, that
desirable behavior that is ignored may lessen
as well.
[@] According to Operant Conditioning principle, behaviors may
be decrease through nonreinforcement or punishment
CLASSICAL CONDITIONING
 Unconditioned Stimulus is one that unconditionally,
naturally and automatically triggers a response
 Unconditioned Response is the unlearned response
that occurs naturally in response to the unconditioned
stimulus
 Conditioned Stimulus is previously neutral stimulus
that, after becoming associated with the unconditioned
stimulus, comes to trigger a conditioned response
 Conditioned Response is the learned response to the
previously neutral stimulus
KIND OF REINFORCERS
 Positive Reinforcers are favorable events or
outcomes that are presented after the behavior. A
response or behavior is strengthened by the addition of
something as praise or reward
 Negative Reinforcers is the removal of unfavorable
events or outcomes after the display of a behavior. A
response is strengthened by the removal of something
considered unpleasant.
Punishment is the presentation of and adverse event or
outcome that cause a decrease in the behavior.
 Positive Punishment is a punishment by application,
involves the presentation of an unfavorable event or
outcome in order to weaken the response
 Negative Punishment is punishment by removal,
occurs when favorable event or outcome is removed
after a behavior occurs.
COGNITIVE LEARNING THEORY
 Developed in 1962
 Cognitive science is the study of how our brain work in
the process of perceiving, thinking, remembering and
learning
The key to learning and changing is the individual’s cognition
(perception, thought, memory, and ways of processing and
structuring information).
o It is highly active process largely directed by the
individual
o It involves perceiving the information
o Interpreting it based on what is already known
o Then recognizing the information into new insights
or understanding
[@] For example, kung noon ang belief ng individual ay belief
nang iba ay ang anemia at high blood at low blood pressure ay
iisa meaning kapag ka mababa ang BP mo ibig sabihin kulang
ka sa dugo, partly it is correct pero once we do our health
teaching to our clients maiiba yun. Kapag i-aapply natin ang
cognitive theory. For example, ang ibig sabihin ng low blood
pressure ay mababa ng pressure sa dugo, the movement of
blood, kung gaano kababa ang movement ng blood sasabihin
ng tao gaano siya kabilis o kabagal o gaano kataas ang
pressure doon, that is low blood pressure. When we say, for
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example iron deficiency anemia it means mababa ang
hemoglobin level ng blood. So, pwede yes that related siya pero
ang low blood pressure ang cause nito it is specifically because
of anemia, there are another factors na pwede mangyari yun.
After mo mag conduct ng health education what causes low
blood pressure and what is the difference between that two.
METACOGNITION
 Her understanding of her way of learning
 To promote transfer of learning, the learner must
mediate or act on the information on some way
Cognitive learning theory includes several well-known
perspectives:
 Gestalt
 Information Processing
 Human Development
o Sensorimotor
o Preoperational
o Concrete Operations
o Formal Operations
 Social Constructivism
PERSPECTIVE OF COGNITIVE THEORY
GESTALT PERSPECTIVE
 Emphasize the importance of perception in learning
and lays the groundwork for various other cognitive
perspectives that followed
 Configuration – patterned organized of cognitive
elements
o Example: The whole is greater than the sum
of its parts
[@] So the gestalt perspective believes and it’s not how you do
it it’s the output. Laging output tinitignan, for example, they are
going to cook adobo at meron silang different ways on how they
gonna cook the adobo or other menus meron sila different ways.
In gestalt perspective, it doesn’t matter on how you do it or ano
yung process lagi siya nagfofocus what is the output o kung ano
ang magiging output.
INFORMATION PROCESSING
 Explains the way that information is handled once it
enters the senses and how it is organized and stored
 Instead of focus on behavior, the focus is on mental
process that are responsible for behavior and its
meaning
[@] Short Term Memory pwedeng makalimutan in the future ng
learner or mapupunta or to be stored in Long Term Memory.
TO AID LEARNING AT THE INPUT STAGE:
 Break materials into small parts (MNEMONICS)
 Relate new materials to something familiar
 Put it into context for learners
The Implications:
 Nursing and other health professional education
programs would do well to exhibit and encourage
empathy and emotional intelligence in working with
patients, family, and staff and to attend to the dynamics
of self-regulation as way to promote positive personal
growth and effective leadership.
 Research indicates that the development of these
attributes in self and patients is associated with a
greater likelihood of healthy behavior, psychological
well-being, optimism, and meaningful social
interactions
BENEFITS OF COGNITIVE THEORY
 Boosts confidence
 Enhances Comprehension
 Improves problem-solving skills
 Encourage continuous learning
JEAN PIAGET
 Children take in or incorporate information as they
interact people with environment
 They either make their experiences fit with what they
already know (assimilation) or change their
perceptions and interpretations in keeping with the new
information (accommodation)
LEVVYGOTSKY
 Emphasizes the significance of language, social
interaction and adult guidance in learning process
 Clear, well designed instruction that is carefully
structured to advance each person’s thinking and
learning
 Children learn more effectively by discovery and
putting pieces together on their own
Explained the zone of proximal development in regards to
language and thought.
1. He places more emphasis on culture affecting shaping
cognitive development – this contradicts Piaget’s view
of universal stages and content of development.
(Vygotsky does not refer to stages in the way that
Piaget does).
2. He places considerably more emphasis on social
factors contributing to cognitive development
3. He places more and different emphasis on the role of
language in cognitive development
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 COGNITIVE LEARNING THEORY SELF-EFFICICAY THEORY

Learning  Albert Bandura developed Self-Efficacy Theory in 1997

- Defines as an active process in which the learner
constructs meaning based on prior knowledge and
view of the world
SOCIAL CONSTRUCTIVISM AND SOCIAL COGNITION
 Two increasingly popular perspectives with in cognitive
theory that take the social mileu into account
Social Constructivist
 Ethnicity, social class, gender, family, life, life story,
self-concept and the learning itself all influence an
individual’s perceptions, thoughts, emotions,
interpretation and experiences
 Effective learning occurs through social interaction,
collaboration and negotiation
HUMANISTIC LEARNING THEORY
 Transfer of learning is facilitated by curiosity, a positive
self-concept, and open situation in which people
respect individuality and promote freedom of choice
 Abraham Maslow
 Maslow’s Hierarchy of Needs
from a social cognitive perspectives
 Self-Efficacy Theory is the single most important
aspects of the sense of self that determines one’s effort
to change behavior.
 It is equated with self-confidence, in one’s ability to
successfully perform a specific type of an action.
 Albert Bandura is considered the leading proponent of
this theory
 He found that people learn not only as a result of their
own beliefs and expectations but also by “modeling” or
observing others, an idea that led to the development
of modern social cognition theory.
[@] You need to be careful in your actions especially sa bata
because it’s only emphasize kung ano ginagawa nang iba o
nakikita ganon din ang gagawin nila. Just like in adult, kung ano
ginagawa nang matanda ay ginagaya ng mga bata. You need to
be very careful because ang learning ay nangyayari through
modeling or observing.
SOCIAL LEARNING THEORY
Social learning theory is largely based on the work of Albert
Bandura (1977, 2001), who mapped out a perspective on
learning that includes consideration of the personal
characteristics of the learner, behavior patterns, and the
environment.

 Bandura emphasized behaviorist features and

imitation of role models
 The learner has become viewed as central (what
Bandura calls a “human agency”

MASLOW’S HIERARCHY OF NEEDS

THE CENTRAL CONCEPT OF SOCIAL LEARNING THEORY

 Role Modeling
 Vicarious Reinforcement

PRINCIPLES OF SOCIAL LEARNING THEORY

 Attentional phase, a necessary condition for any

learning to occur
 Retention phase, which involves the storage and
retrieval of what was observed.
 Reproduction phase, during which the learner copies
the observed behavior
 Motivational phase, which focuses on whether the
learner is motivated to perform a certain type of
behavior.

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 APPLICATION OF THEORY
 Social learning theory has been applied extensively to
the understanding of aggression (Bandura, 1973) and
psychological disorders, particularly in the context of
behavior modification (Bandura, 1969)
 It is also the theoretical foundation for the technique of
behavior modeling which is widely used in training
programs. In recent years, Bandura has focused his
work on the concept of self-efficacy in a variety of
contexts. (e.g., Bandura 1997).
ALBERT BANDURA’S BOBO DOLL EXPIREMENT
sense sila of accomplishment or para mafeel nila na tama ang
kanilang ginagawa. It is very important especially for a child,
kapag meron silang task na nagawa we need to give a feedback
or to praise about doing a great job. That is example of Socail
Persuasion.
 Physiological Cues. (Bandura 1997) states, “it is not
the intensity of emotional and physical reactions
that is important but rather how they are perceived
and interpreted.
[@] Also, Bandura mentioned that the most effective source in
efficacy information is the previous or past performance or
experienced of accomplishment. Self-efficacy proves that it is
useful in predicting of behavior of the person.

[@] The major concept of Bandura’s Self Cognitive Model says

there are three factors that influenced self-efficacy. These are
behavior, environmental factors and personal factors. So, by
applying this theory how will a person increased their self-
efficacy.

ACCORDING TO BANDURA:

 Persons mastery of task are the most influential source

of efficacy because they provide the most authentic
evidence of whether one can master whatever it takes
to succeed. Success builds a robust belief in one’s
personal efficacy. Failures undermine it, if it occurs
before a sense of efficacy is firmly established.
(Bandura 1997)
 One of the best proven ways to learn a new skill or to
improve one’s performance is by practicing.
 Role modeling (vicarious experiences) (Bandura
1997) “seeing people similar to oneself succeed by
sustained effort raises observers’ beliefs that they too
possess the capabilities to master comparable
activities to succeed”.
 When one has positive role models in their life
(especially those who display a healthy level of self-
efficacy) one is more likely to absorb at least a few of
those positive beliefs about the self.
 Social Persuasion (Verbal Persuasion). Receiving
positive verbal feedback while undertaking a
complex task persuades a person to believe that
they have the skills and capabilities to succeed.
Self-efficacy is influence by encouragement

[@] When we do health teaching it is important to give feedback

to your learners kapag gumawa sila ng tama, you give positive
feedback. “Wow! Ang galing galing mo talaga!” para may

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