NUSC 3P50

sec 01
Week 6: February 14, 2024
Amanda Hicks, RN, BScN,
MPH (Nursing)
Agenda

Updates

Approaches to group-based health education

Using and developing learning resources

Evaluating the effectiveness of individual and group health education

Wrap up
 Updates

Quiz

- class stats

- review for common errors

- f inal evaluation format

Simulations

- oppor tunity for you to practice facilitating client centred learning

- peer feedback – thoughtful + helpful

Feb 28 t h – no in-person lecture. See Course Content for information

about accessing the free Indigenous Health modules from ON Health
Approaches to Group-based Health Education

Lectures/Didactic Teaching Group Discussion

Group-based Health Education: Lectures
Advantages
Efficient and cost-effective means for
transmitting information to a large
number of people
Useful to present/communicate
patterns, data, theoretical/complex
ways of viewing information, new
information
Effective for cognitive learning
Basis for subsequent learning
Easily supplemented with learning
resources
Limitations
Does not provide much opportunity
to actively involve learners
Relies on the nurse to be the expert
Mostly ineffective in influencing
behaviours in affective and
psychomotor domains
Does not account for individual
learner differences/diversity
All learners are exposed to the same
information regardless of
needs/abilities
Group-based
Health Education:
Lectures

Practice Example(s)
Group-based Health Education: Discussion
Advantages
Enhances learning in affective and
cognitive domains
Reinforces positive learning
Stimulates learners to think about
issues and problem reflectively
Actively involves learners
Opportunity to share ideas, concerns,
experiences (and be validated)
Fosters peer support and belonging
Limitations
Group dynamics may interfere with
learning
Risk drifting from topic
Requires strong facilitation skills,
including tactfully redirecting
discussion
Shy or introverted learners may not be
as actively involved
Can be challenging when learners
donʼt easily interact/share
More time consuming to transmit
information than lectures
Group-based
Health Education:
Discussion

Practice Example(s)
Evaluating Health Education Methods

Nurses should ask four major questions to help decide which

teaching method to use and to guide their evaluation:

• Does the teaching method help the learner(s) to achieve the stated objective(s)?
How will I know?

• Is the learning activity accessible and acceptable to the learner(s) who have been
targeted?

• Is the teaching method efficient given the time and resources available?

• To what extent does the teaching method allow for collaboration to accommodate
the learnerʼs needs?
Learning Resources

Learning resources (also known as

instructional materials /aids) can:

- supplement and enhance client

centred learning

- appeal to different learning style

preferences

- promote health literacy

 Types of Learning Resources

Written/printed Demonstration Audiovisual materials:

materials: materials: • projected

• handouts/pamphlets • models • audio

• books • displays • video

• instruction sheets/cards • infographics • telecommunication

• posters • computer/online
Choosing Learning Resources

Nurses must consider many important variables when selecting

(or developing) learning resources /instructional materials.

LEARNER MEDIUM TASK

Three Major Components of Materials

Delivery system

Content

Presentation
Learning pyramid:
Information Retention Rates
Reading

(10%)

Hearing

(20%)

Seeing

(30%)

Seeing and Hearing

(50%)

Speaking and/or Writing

(70%)

Speaking and Doing

(90%)
Evaluation

Nurses should always

assess /confirm clientʼs
comprehension and
understanding

Teach-back and Ask-Tell-Ask

are commonly used and
effective approaches to check
for understanding.

(RNAO, 2012)
 The Learning Curve describes how long it
takes a learner to learn anything new.

Approach
Renewed to Limit
Plateau Gains

Decreasing
Increasing Gains

Negligible Gains
Progress
Additional Learning Resources

The Patient Education Materials Assessment Tool (PEMAT)

An instrument to assess the understandability and actionability of

printed and /or AV education materials.
Wrap Up

Review key messages:

- Group-based health education can be effective reaching more

people, conveying health information broadly, building a
foundation /base knowledge, providing oppor tunities for patient ʼs to
share and learn from each other.

- Learning resources (instructional materials) can be used to

supplement teaching, should be chosen considering the learner,
medium and task

- Evaluation is an impor tant step in the learning process

References

Schillinger, D., Piette, J., Grumbach, K., Wang, F., Wilson, C., Daher, C.,
Bindman, A.B. (2003). Closing the loop: Physician communication with
diabetic patients who have low health literacy. Archives of Internal
Medicine, 163(1), 83-90.

Bastable, S. (2017). Essentials of Patient Education. Jones & Bar tlett

Learning, LLC. Burlington, MA.

Registered Nurse's Association of Ontario (RNAO). (2012).

Clinical best practice guidelines: Facilitating client centred learning.
RNAO. Toronto, ON.