B.

Mental Health
THE DOCUMENT: Positive sense of purpose, self-esteem, and
COMPILED HANDOUT FOR ability to cope.

HEALTH EDUCATION C. Emotional Health

Ability to express feelings appropriately and

(PRELIMS) develop relationships.

D. Social Health
HISTORICAL DEVELOPMENT AND BACKGROUND Involves support from family and friends,
OF HEALTH EDUCATION recognizing that no one is an island.

E. Spiritual Health
I. Health Recognition of a Supreme Being or Force and
practicing moral principles.

The condition of being sound in body, mind, or F. Sexual Health

spirit. Acceptance of one's ability to achieve
Includes physical, social, and mental well-being. satisfactory expression of sexuality.

Health is a resource for everyday life and G. Societal Health

emphasizes social and personal resources. Link between health and the way society is
structured.

II. Health Education H. Environmental Health

Physical environment where people live,

including housing, sanitation, pollution, and
A tool for health-related learning, resulting in water facilities.
increased knowledge, skill development, and
behavior change.

Directed towards changing behavior towards IV. Health Promotion

preset goals.

Endeavor directed at enhancing the quality of

III. Dimensions of Health health and well-being through strategies
involving supportive environments, coordination
of resources, and respect for personal choice and
values.
A. Physical Health
Introduced in 1974 and gained popularity in the
1980s.
Refers to the state of one's body, fitness, and
V. Factors in the Ecosystem Affecting Optimum
absence of illness.
Level of Functioning (OLOF)
A. Political Factors
Power and authority to regulate the environment
or social climate.
B. Behavioral Factors
Habits, lifestyle, and cultural practices
influencing level of functioning.
C. Hereditary Factors
Understanding genetically influenced diseases
and genetic risks.
D. Health Care Delivery System
Focus on promotive, preventive, curative, and
rehabilitative aspects of care.
E. Environmental Influences
Pollution, poor sanitation, garbage collection,
and other negative factors affecting the
environment.
F. Socio-economic Influences
Impact of income and social status on health and
access to healthcare.
VI. Health Promotion in Ancient Times
A. Babylonia (Iraq)
Established standards and practices of living
based on fairness and equality.
B. Greece
Emphasis on health through worship of gods and
goddesses, hygiene, exercise, and regulation of
lifestyle.
C. Egypt
Contribution of the Mosaic Code in segregating
those with communicable diseases.
D. Rome
Focus on public health, sanitation, and
regulations for building construction.
E. China
Advocacy for health promotion through balance
between yin and yang forces, personal health
practices, and maintenance of harmony with the
universe.
PERIODS OF INTUITIVE NURSING, APPRENTICE
NURSING, EDUCATED NURSING, HISTORICAL
BACKGROUND OF HEALTH EDUCATION, AND
EVOLUTION OF THE TEACHING ROLE OF NURSES
I. PERIODS OF NURSING
A. Intuitive Nursing
During the period of intuitive nursing, nursing
care was based on traditional beliefs and
practices. Health promotion practices were
focused on maintaining balance between the
mind, body, and environment. This period relied
on instinct and personal experiences, rather than
formal education and training.
B. Apprentice Nursing
The period of apprentice nursing emerged during
the Crusades, where military religious orders
played a significant role in providing care to the
wounded. One prominent group during this
period was the Alexian Brothers, who cared for
the sick and needy. In early America, nursing care
was provided by untrained individuals who
learned through apprenticeships. This period
emphasized hands-on learning and practical
experience.

C. Educated Nursing
The period of educated nursing marked a
significant shift towards formal education and
professionalization of the nursing profession.
Florence Nightingale played a crucial role in this
period by establishing the first nursing school in
London in 1860. This period recognized the
importance of scientific knowledge, evidence-
based practice, and professional standards in
nursing care. Nurses began to receive formal
education and training, leading to the
development of the modern nursing profession.
II. HISTORICAL BACKGROUND OF HEALTH
EDUCATION
Health education has a rich historical background
that dates back to ancient civilizations.
Babylonians, Greeks, Egyptians, Palestinians,
Romans, and Chinese all had their unique
contributions to health promotion. These
ancient cultures emphasized the importance of
cleanliness, exercise, proper diet, and spiritual
well-being in maintaining good health. They
recognized the connection between health and
the environment, and the need for supportive
environments to promote well-being.
III. EVOLUTION OF THE TEACHING ROLE OF
NURSES
The teaching role of nurses has evolved over
time. Initially, nurses primarily focused on
providing direct patient care and education.
However, with the establishment of nursing
schools and the professionalization of nursing,
nurses began to take on more formal teaching
roles [doc_X]. They became educators in
academic settings, training future generations of
nurses, and imparting knowledge on various
health-related topics [doc_X]. Nurse educators
also play a vital role in patient education,
empowering individuals to take control of their
health and make informed decisions [doc_X].
Health Education and Issues in Health Education
I. Health Education
Health education is a tool for learning that aims
to increase knowledge, skill development, and
change behavior towards a preset goal.
It plays a crucial role in empowering individuals
and communities to take an active role in
maintaining and improving their well-being.
The nurse's role as an educator is essential in
delivering effective health education.
II. Historical Context of Health Teaching
Nurses have played a role in educating patients
about their health conditions and self-care
practices throughout history.
Health teaching has emerged as an independent
nursing function with a more holistic and
preventive approach to healthcare.
In the past, health teaching was often seen as a
secondary function to medical treatment and
bedside nursing care.
III. Importance of Health Education
Health education empowers individuals and
communities to manage chronic conditions,
adhere to treatment regimens, and adopt
healthy lifestyles.
Effective health education leads to improved
health outcomes, reduced healthcare costs, and
increased patient satisfaction.
IV. Nurse's Role as an Educator
Nurses are well-positioned to deliver health
education due to their close interactions with
patients and families.
They assess educational needs, develop
culturally appropriate teaching plans, and
employ various teaching strategies and
resources.
Nurses tailor health information to individuals'
specific needs, considering factors such as age,
literacy levels, cultural backgrounds, and
learning preferences.
V. Scope of Health Teaching
Health teaching encompasses a wide range of
topics including disease management,
medication adherence, lifestyle modifications,
injury prevention, and health promotion.
It can occur in various settings such as hospitals,
clinics, community centers, schools, and
workplaces.
VI. Professional Standards and Competencies
Nursing organizations have established
standards and competencies related to health
teaching and education.
Continuing education and professional
development opportunities are available to
enhance nurses' health teaching abilities.
VII. Interprofessional Collaboration
Health teaching often involves collaboration
among healthcare professionals to ensure
consistent and reinforced health education
messages.
VIII. Issues and Trends in Health Education
A. Technological Advancements
- Telemedicine, wearable health devices, health
apps, and virtual reality are transforming health
education.
- Artificial intelligence and remote monitoring
devices are also influencing the field of health
education.
B. Health Literacy and Cultural Competence
- Low health literacy remains a barrier to
effective health education.
- Culturally competent strategies are crucial to
address diverse populations' unique needs and
preferences.
C. Chronic Disease Management
- Health education plays a vital role in
empowering individuals to self-manage chronic
conditions.
D. Health Promotion and Prevention
- Health education initiatives focus on promoting
overall well-being through addressing social
determinants of health.
E. Healthcare Policy and Reimbursement
- Changes in healthcare policies and
reimbursement models can impact the
prioritization and funding of health education
programs.
F. Interprofessional Collaboration
- Collaboration among healthcare professionals
is essential for successful health education
initiatives.
Organizations & Agencies Promulgating
Standards of Teaching in Nursing Education:
Local:
- Professional Regulatory Board of Nursing
(PRBON) - Regulatory body that supervises and
regulates nursing practice in the Philippines.
- Philippine Nurses Association (PNA) -
Professional organization representing and
advancing the nursing profession.
- Association of Nursing Service Administrators of
the Philippines (ANSAP) - Organization focused
on professional development of nursing service
administrators.
International:
- World Health Organization (WHO) - Specialized
UN agency that promotes standards and
guidelines for nursing education worldwide.
- American Nurses Association (ANA) -
Professional organization representing nurses in
the US, develops standards of nursing practice
and education.
- International Council of Nurses (ICN) - Global
nursing federation that sets standards for nursing
education and practice.
- National League for Nursing (NLN/NLNE) -
Develops standards for nursing education
programs in the US.
- American Association of Colleges of Nursing
(AACN) - Sets standards for baccalaureate and
higher nursing degree programs in the US.
- Commission on Collegiate Nursing Education
(CCNE) - Accredits baccalaureate, master's and
doctoral nursing programs in the US.
- National Council of State Boards of Nursing
(NCSBN) - Develops and administers NCLEX
licensure exams for entry-level nurses in the US.
Learning Theories Related to Health Care
Practice:
I. Behaviorist Learning Theory
- Definition: Focuses on observable behaviors
and the role of reinforcement and punishment in
shaping behaviors.
- Examples: Using rewards/praise for desired
behaviors (positive reinforcement), removing
unpleasant stimuli after compliance (negative
reinforcement), token economies, extinction of
behaviors.
II. Cognitive Learning Theory
- Definition: Emphasizes internal thinking
processes like perception, memory, reasoning in
learning.
- Perspectives:
- Gestalt - Perception and whole vs parts (e.g.
simplifying complex health info)
 - Information Processing - How info is attended
to, processed, stored (e.g. teaching techniques)
- Cognitive Development (Piaget, Vygotsky) -
Qualitative changes in thinking abilities by age
III. Social Learning Theory (Albert Bandura)
- Definition: Learning through observing and
modeling behaviors of others in a social context.
- Concepts:
- Observational learning from live/symbolic
models
- Role modeling of desired behaviors
- Vicarious reinforcement by seeing
consequences
- Human agency and self-regulation
- Four Step Process: Attention, retention, motor
reproduction, motivation
IV. Applications in Healthcare
- Patient education on procedures, chronic
disease management
- Promoting treatment adherence, health
behavior change
- Staff training on clinical skills, communication
- Clinical areas: Pain management, addiction,
mental health, rehabilitation
Key Points:
- Multiple learning theories guide education
practices in nursing/healthcare
- Understanding theory aids designing effective
teaching/learning strategies
- Theories offer insights into cognitive,
behavioral, social factors influencing learning
Factors Affecting Learning
Motivation and Engagement
Motivation is a crucial factor that drives the
learning process. Genuine interest in a subject
matter leads to more profound learning
experiences. External rewards or pressures may
provide short-term motivation but often yield
less effective long-term results.
Example: A student who is genuinely interested
in anatomy and physiology will actively engage in
learning activities, ask questions, and seek
additional resources to enhance their
understanding.
Prior Knowledge and Experience
The knowledge and experiences individuals bring
to the learning process act as a foundation upon
which new information is built. Recognizing and
tapping into this prior knowledge can help
educators tailor their teaching methods and
ensure that new concepts are integrated
seamlessly with existing ones.
Example: In teaching a new medical procedure,
nurses can relate it to a similar procedure the
students have learned before, making it easier
for them to understand and apply the new
knowledge.
Learning Environment among individuals. These abilities can influence
how quickly and deeply one can absorb and
The physical and social environment significantly
apply new information. Understanding and
affects the learning process. A comfortable, well-
accommodating these differences can help
equipped classroom or a quiet, distraction-free
create a more inclusive and effective learning
study space can facilitate better focus and
environment.
retention. Positive social interactions and a
supportive atmosphere that encourages
questions and exploration are equally important.
Example: Providing visual aids, mnemonics, and
practice exercises can assist students with
different cognitive abilities in retaining and
Example: Creating a classroom environment that
comprehending complex concepts.
promotes open communication and
collaboration among students allows for active
participation and enhances the learning
Emotional and Mental Health
experience.
Emotional and mental well-being play a
substantial role in the learning process. Stress,
Teaching Methods and Strategies anxiety, and other emotional factors can impede
concentration and hinder learning. Supporting
Effective teaching methods are pivotal in
mental health and providing strategies for
facilitating the learning process. Teachers and
managing stress are essential components of
educators should employ a diverse range of
effective education.
teaching strategies to cater to various learning
styles. Utilizing interactive activities, hands-on
experiences, and multimedia resources can
Example: Implementing relaxation techniques,
engage learners more effectively than traditional
mindfulness exercises, and promoting a positive
lecture-style teaching.
classroom environment can help reduce stress
and enhance students' emotional well-being,
leading to better learning outcomes.
Example: Using case studies, role-playing, or
simulations in nursing education allows students
to apply their knowledge and skills in real-life
Socioeconomic Background
scenarios, enhancing their critical thinking and
problem-solving abilities. Socioeconomic factors, such as access to
educational resources and extracurricular
activities, can impact a learner's opportunities
and experiences. Addressing disparities and
promoting equal access to education are crucial
steps in ensuring that all individuals have a fair
chance to succeed in the learning process.

Cognitive Abilities

Cognitive abilities, such as memory, attention, Example: Providing scholarships, grants, and
problem-solving, and critical thinking, vary resources to students from disadvantaged
backgrounds can help level the playing field and
create equal learning opportunities.
Example: Teaching children about the benefits of
regular exercise, healthy eating habits, and stress
management techniques.
Principles of Teaching and Learning Related to
Health

Adolescence (12-18 years)

Developmental Stages of the Learner Across the
Lifespan
Infancy and Toddlerhood (0-2 years)
Adolescence is a period of transition, and many
healthcare issues arise. Health education should
focus on comprehensive sexual education,
mental health awareness, substance abuse
prevention, and responsible decision-making.

At this stage, the main focus of health education

is geared toward the parents, who are
Example: Providing adolescents with accurate
considered the primary learners. Providing
information about reproductive health,
guidance on safe environments, nutrition, and
contraception, sexually transmitted infections,
infant care is essential.
and the importance of healthy relationships.

Example: Teaching parents about the importance

of breastfeeding, proper nutrition, and
immunizations for their infants.

Assessing the Learner: Determinants of

Learning
Early Childhood (2-6 years)

In this stage, children are curious and eager to

learn. Health education should focus on I. Introduction
promoting healthy habits, safety awareness, and
In the field of health education, it is essential to
basic hygiene practices.
assess the learner's needs, readiness, and
learning style to create effective educational
programs. This handout will discuss the
Example: Teaching children about the
determinants of learning, including learning
importance of handwashing, dental hygiene, and
needs, readiness to learn, and learning styles.
basic safety rules.

Middle Childhood (6-12 years)

Children at this stage are more open to learning

and motivated to learn. Health education should
focus on promoting healthy lifestyles, disease
prevention, and emotional well-being.
II. Determinants of Learning
a. Learning Needs
Learning needs refer to what the learner needs
and wants to learn. It is important to identify the
specific knowledge and skills gaps of the learner
to tailor educational programs effectively.
b. Readiness to Learn
Readiness to learn refers to when the learner is
receptive to learning. Assessing the learner's
readiness is crucial to ensure that they are
emotionally, physically, experientially, and
knowledge-wise prepared for the learning
process.
c. Learning Styles
Learning styles refer to how the learner best
learns. Understanding the learner's preferred
learning style can help educators tailor their
teaching methods to optimize the learning
experience.
III. Learning Needs
a. Definition
Learning needs are the gaps between the
learner's current knowledge and skills and the
information and skills needed to complete a task
or series of activities.
b. Steps to Assess Learning Needs
Identify the learner: Understand the specific
audience or individuals involved to tailor
educational programs effectively.
Choose the right setting: Create a trusting
environment where learners feel secure to share
information and concerns.
Collect data about the learner: Gather
information about the learner's characteristics,
health issues, or interests through literature
searches and targeted data collection methods.
Collect data from the learner: Engage learners
directly to understand their perceived needs,
concerns, and support systems.
Involve members of the healthcare team:
Collaborate with other healthcare professionals
to gain insights into patient or staff needs.
Prioritize needs: Utilize Maslow's hierarchy of
needs to prioritize learning requirements.
Determine availability of educational resources:
Assess the availability and suitability of resources
required for effective teaching.
Assess the demands of the organization:
Consider the organization's philosophy, mission,
and goals to align educational priorities.
Take time-management issues into account:
Emphasize efficient data collection methods and
involve learners in identifying their learning
priorities.
c. Importance
Identifying learning needs is crucial for educators
to understand what the learner lacks or requires
improvement. This information helps create a
teaching plan or program that addresses the
learner's specific gaps or challenges.
IV. Readiness to Learn
a. Assessing Readiness for Learning
Assessing readiness to learn involves evaluating
the learner's emotional, physical, experiential,
and knowledge readiness. This assessment helps
determine if the learner is prepared to engage in
the learning process effectively.
b. Types of Readiness
Physical Readiness: Assessing the learner's
physical well-being, including any health issues
or limitations that may affect their ability to
learn.
Emotional Readiness: Evaluating the learner's
emotional state and ensuring that they are
emotionally prepared to engage in the learning
process.
Experiential Readiness: Assessing the learner's
prior experiences and knowledge related to the
topic being taught.
Knowledge Readiness: Determining the learner's
existing knowledge and understanding of the
subject matter.
V. Learning Styles
a. Definition
Learning styles refer to the different ways
individuals prefer to learn and process
information.
b. Types of Learning Styles
Right-brain/Left-brain and Whole Brain Thinking:
Some individuals have a preference for logical,
analytical thinking (left brain) or creative,
intuitive thinking (right brain), while others
utilize both hemispheres for a more balanced
approach.
Dunn and Dunn Learning Style Model: This
model categorizes learners into different styles,
such as auditory, visual, tactile, or kinesthetic
learners.
Cognitive Learning Styles: These styles are based
on how individuals prefer to process information,
such as through reflection, intuition, or analysis.
Personality Types Keys: Personality traits can
influence how individuals prefer to learn, such as
being introverted or extroverted, or having a
preference for concrete or abstract thinking.
Kolb's Experiential Learning Model: This model
categorizes learners into four different learning
styles based on their preferences for concrete
experience, reflective observation, abstract
conceptualization, and active experimentation.
Theory of Multiple Intelligence: This theory
proposes that individuals have different types of
intelligence, such as linguistic, logical-
mathematical, spatial, musical, bodily-
kinesthetic
 teaching methods to optimize the learning
experience.
Assessing the Learner: Determinants
of Learning
I. Introduction
III. Learning Needs
In the field of health education, it is essential to
assess the learner's needs, readiness, and
learning style to create effective educational
a. Definition
programs. This handout will discuss the
determinants of learning, including learning
needs, readiness to learn, and learning styles.
Learning needs are the gaps between the
learner's current knowledge and skills and the
information and skills needed to complete a task
II. Determinants of Learning
or series of activities.

a. Learning Needs
b. Steps to Assess Learning Needs

Learning needs refer to what the learner needs

and wants to learn. It is important to identify the
specific knowledge and skills gaps of the learner
to tailor educational programs effectively.
b. Readiness to Learn
Identify the learner: Understand the specific
audience or individuals involved to tailor
educational programs effectively.
Choose the right setting: Create a trusting
environment where learners feel secure to share
information and concerns.

Collect data about the learner: Gather

Readiness to learn refers to when the learner is
receptive to learning. Assessing the learner's
readiness is crucial to ensure that they are
emotionally, physically, experientially, and
knowledge-wise prepared for the learning
process.
information about the learner's characteristics,
health issues, or interests through literature
searches and targeted data collection methods.
Collect data from the learner: Engage learners
directly to understand their perceived needs,
concerns, and support systems.

Involve members of the healthcare team:

Collaborate with other healthcare professionals
c. Learning Styles
to gain insights into patient or staff needs.

Prioritize needs: Utilize Maslow's hierarchy of

Learning styles refer to how the learner best needs to prioritize learning requirements.
learns. Understanding the learner's preferred
learning style can help educators tailor their
Determine availability of educational resources:
Assess the availability and suitability of resources
required for effective teaching.
Assess the demands of the organization:
Consider the organization's philosophy, mission,
and goals to align educational priorities.
Take time-management issues into account:
Emphasize efficient data collection methods and
involve learners in identifying their learning
priorities.
c. Importance
Identifying learning needs is crucial for educators
to understand what the learner lacks or requires
improvement. This information helps create a
teaching plan or program that addresses the
learner's specific gaps or challenges.
IV. Readiness to Learn
a. Assessing Readiness for Learning
Assessing readiness to learn involves evaluating
the learner's emotional, physical, experiential,
and knowledge readiness. This assessment helps
determine if the learner is prepared to engage in
the learning process effectively.
b. Types of Readiness
Physical Readiness: Assessing the learner's
physical well-being, including any health issues
or limitations that may affect their ability to
learn.
Emotional Readiness: Evaluating the learner's
emotional state and ensuring that they are
emotionally prepared to engage in the learning
process.
Experiential Readiness: Assessing the learner's
prior experiences and knowledge related to the
topic being taught.
Knowledge Readiness: Determining the learner's
existing knowledge and understanding of the
subject matter.
V. Learning Styles
a. Definition
Learning styles refer to the different ways
individuals prefer to learn and process
information.
b. Types of Learning Styles
Right-brain/Left-brain and Whole Brain Thinking:
Some individuals have a preference for logical,
analytical thinking (left brain) or creative,
intuitive thinking (right brain), while others
utilize both hemispheres for a more balanced
approach.
Dunn and Dunn Learning Style Model: This
model categorizes learners into different styles,
such as auditory, visual, tactile, or kinesthetic
learners.
Cognitive Learning Styles: These styles are based
on how individuals prefer to process information,
such as through reflection, intuition, or analysis.
Personality Types Keys: Personality traits can
influence how individuals prefer to learn, such as
being introverted or extroverted, or having a
preference for concrete or abstract thinking.
Kolb's Experiential Learning Model: This model
categorizes learners into four different learning
styles based on their preferences for concrete
experience, reflective observation, abstract
conceptualization, and active experimentation.
Theory of Multiple Intelligence: This theory
proposes that individuals have different types of
intelligence, such as linguistic, logical-
mathematical, spatial, musical, bodily-
kinesthetic, interpersonal, and intrapersonal.
By understanding the determinants of learning,
educators can tailor their teaching methods,
materials, and strategies to meet the specific
needs of the learners. This leads to more
effective and engaging educational programs
that promote successful learning outcomes.
Topic: Developing a Health Education Plan
Definition:
A health education plan is a strategic approach to
implementing health promotion and disease
prevention programs. It aims to provide a
structured learning experience on various health
topics.
Elements of a Health Education Plan:
Managing the planning process:
Involves creating a plan for managing
stakeholder participation, timelines, and
resources.
Example: Developing a timeline for the
implementation of health education activities.
Conducting a situational analysis:
Identifying the current health status, needs, and
resources of the target population.
Example: Assessing the prevalence of
communicable diseases in a specific community.
Identifying goals, populations, and outcomes:
Setting clear objectives and outcomes that guide
the planning, implementation, and evaluation of
the health education program.
Example: Increasing the knowledge of pregnant
women about proper prenatal care.
Identifying strategies, activities, outputs, and
processes:
Determining the specific methods and activities
to achieve the desired health outcomes.
Example: Conducting health talks and workshops
on healthy eating habits.
Developing indicators:
Establishing measurable criteria to evaluate the
effectiveness of the health education program.
Example: Assessing the percentage of
participants who successfully quit smoking after
attending smoking cessation sessions.
Reviewing the program plan:
Conducting regular evaluations to assess the
program's progress and make necessary
modifications.
Example: Analyzing feedback from participants
and stakeholders to improve the delivery of
The selection of teaching methods should align
health education sessions.
with the behavioral objectives and learners'
needs and styles.

Importance of Objectives in a Health Education Common teaching methods include health talks,
Plan: lectures, group discussions, demonstrations, and
role play.

Health learning materials such as printed

Objectives act as a guide or compass for
materials, visual materials, and audio-visual
educators in planning, implementing, and
materials can enhance the learning experience.
evaluating the learning outcomes of health
education programs. Considerations for Resources in Health
Education:
Educational objectives specify the intended
outcomes of the education process, while
instructional objectives describe the specific
The choice of resources should consider the
teaching activities and content areas.
characteristics of the learner, the medium, and
Behavioral/learning objectives precisely describe the specific teaching task at hand.
what the learner will be able to do after a
Learners may have preferences for visual aids,
learning situation.
interactive simulations, or written materials.

The selected resource should be well-suited to

Evaluation in a Health Education Plan: the topic being taught and the desired learning
outcomes.

Remember to tailor the health education plan to

Evaluation is the systematic collection, analysis,
the specific needs of the target population and
and reporting of information about health
regularly assess its effectiveness through
education activities.
evaluation and feedback.
It aims to determine the effectiveness and
efficiency of the health education plan based on
predefined learning objectives.

Evaluation outcomes are categorized as met,

partially met, or unmet, based on whether the
program achieved the learning objectives.

Types of evaluation include process evaluation

(focused on program implementation) and
impact evaluation (measuring the effects on
participants).

Strategies and Methodologies in Health

Education: