THE HEALTH

EDUCATION PROCESS
PHOEBE JAENN A. TAN BSN, RN
 Health Education
Teaching is a specialized communication
process in which desired behavior changes are
achieved.

The goal of all teaching is learning

 Learning and its Parts
Learning is an idea that encompasses
■ gaining knowledge (recalls, knows),
■ comprehension (understands), or
■ mastery( Application) (uses learning)
■ These are nebulous (vague ) terms, and a more acceptable
definition suggests.
Learning is a process of assimilating (understanding) new
information that promotes a permanent change in behavior.
 Domains of Learning
Cognitive Domain
• The cognitive domain of learning involves the mind and
thinking processes. When the meaning and relationship of a
series of facts are grasped, cognitive learning is experienced.
• The cognitive domain deals with the recall or recognition of
knowledge and the development of intellectual abilities and
skills.
There are six major levels in the
cognitive domain :
a. knowledge: This level may be used with clients who are
unable to understand underlying reasons or rationales, such
as young children or people who have had strokes. Stroke
clients may need to remember that medication should be
taken daily, that regular exercise restores function, and that
drinking alcohol should be avoided, although they may not
grasp the reasons behind these measures. Five-year-olds may
need to identify healthful foods rather than understand why
they are nutritious.
 six major levels in the cognitive
domain : cont.
b. Comprehension: The second level of cognitive
learning, comprehension, combines
remembering with understanding.
• Teaching aims at instilling at least a minimal
understanding. Nurses want clients to grasp the
meaning and to recognize the importance of
suggested health behaviors.
 six major levels in the cognitive
domain : cont.
c. Application: Application approaches the
possibility of self-care when clients use
their knowledge to improve their own
health.
The test of application is a transfer of
understanding into practice.
 six major levels in the cognitive
domain : cont.
d. Analysis: at this level, the learner breaks
down the material into parts, distinguishes
between elements, and understands the
relationships among the parts.
• This level of learning becomes a
preliminary step toward problem-solving.
 six major levels in the cognitive
domain : cont.
e. Synthesis: Synthesis, the fifth level of cognitive
learning, is the ability not only to break down and
understand the elements of a situation but also to
form elements into a new whole.
• Synthesis combines all of the earlier levels of
cognitive learning to culminate in the production of a
unique plan or solution.
 six major levels in the cognitive
domain : cont.
• f. Evaluation: at this level, the learner
judges the usefulness of new material
compared with a stated purpose or specific
criteria
 Domains of Learning
Affective Domain
• The affective domain in which learning occurs involves
emotion, feeling, or affect. This kind of learning deals with
changes in interest, attitudes, and values Consistent practice
is a crucial test at this level.
 Domains of Learning
Psychomotor Domain
■ The psychomotor domain includes visible, demonstrable
performance skills that require some kind of neuromuscular
coordination.
■ Clients in the community need to learn skills such as infant
bathing, temperature taking, breast or testicular self-
examination, prenatal breathing exercises, range-of-motion
exercises, catheter irrigation, walking with crutches, and how to
change dressings.
 Learning Theories
1. Behavioral Learning Theories: focusing on behaviors that
can be observed, measured, and changed. Developed early in
the 20th century, behavioral theory work is associated
primarily with famous names: Ivan Pavlov (1957), Pavlov
conditioned a dog to anticipate food by ringing a bell at feeding
time. Initially, the dog would salivate as the food was brought
to the cage. However, after time, the dog would salivate at
hearing the bell, before seeing or smelling the food.
 Learning Theories
2. Cognitive Learning Theories: Piaget (1966, 1970) believed
that cognitive development is an orderly, sequential, and
interactive process in which a variety of new experiences must
exist before intellectual abilities can develop. His work with
children led him to develop five phases of cognitive
development, from birth to 15 years of age, Nurses must
understand their audience’s learning stage to ascertain how to
approach teaching for that developmental stage.
 Learning Theories
■ 3. Social Learning Theories: Social learning theory focuses
on the learners. They are benefitted by role models, building
self-confidence, persuasion, and personal mastery. Self-
efficacy can lead to desired behaviors and outcomes.
 Teaching–Learning
Principles
1. Client Readiness
2. Client Perceptions
3. Educational Environment
4. Client Participation
5. Subject Relevance
6. Client Satisfaction
7. Client Application