UNIT 2 HEALTH EDUC

Is a systematic, sequential, logical, scientifically based, planned course of action consisting of two major interdependence operations: teaching and learning.

Education process consists of 2 major interdependence operations namely:

are deliberate interventions that involve sharing information and experiences to meet intended learner outcomes in the cognitive, affective, and psychomotor domains according to an education plan.

a deliberate interventions involving the planning and implementation of instructional activities and experiences to meet the intended learner outcomes based on the teaching plan.

is just one aspect of teaching which involves communicating information about a specific skill (cognitive, affective or psychomotor).

is defined as a change in behavior (knowledge, attitudes, and/or skills) that can be observed or measured and that occurs at any time or in any place resulting from exposure to environmental stimuli.

is an action by which knowledge, skills, and attitudes are consciously or unconsciously acquired such that behavior is altered in some way. The success of the nurse educator's endeavors in teaching is measured not by how much content the nurse imparts but rather by how much the person learns.

Three pillars of the teaching-learning process are the:

Appraise physical and psychological needs

Ascertain learning needs, readiness to learn, and learning styles

Develop care plan based on mutual goal setting to meet individual needs

Develop teaching plan based on mutually
predetermined behavioral outcomes to meet individual needs

Carry out nursing care interventions using standard procedures

Perform the act of teaching using specific instructional methods and tools

Determine physical and psychosocial outcomes

Determine behavior changes (outcomes) in knowledge, attitudes and skills

planning and implementation of care based on the assessment and diagnosis of the physical and psychosocial needs of the patient.

planning and implementation of teaching based on an assessment and prioritization of the client's learning needs, readiness to learn, and learning styles.

achieved when the physical and psychosocial needs of the client are met.

Are achieved when changes in knowledge, attitudes, and skills occUr.

is a useful paradigm originally developed to assist nurses to organize and carry out the education process.
This model is appropriate for all health professional educators.

Role of the Nurse as a Health Educator

(knowledge of subject matter & skills, CPE)

(most important), "in loco parentis"-right to exercise parental role in the absence of real parents.

right to exercise parental role in the absence of real parents.

(personal magnetism, enthusiasm, cheerfulness, self-control, patience, flexibility, sense of humor, good speaking voice, self-confidence, willingness to admit error, and caring

Desirable personal characteristics (personal magnetism, enthusiasm, cheerfulness, self-control, patience, flexibility, sense of humor, good speaking voice, self-confidence, willingness to admit error, and caring-?

(mechanics, methods, skills, thorough knowledge of the subject matter, presents materials in clear, interesting, logical and organized manner)

in the laboratory, clinical and other skills application areas

6 Hallmarks of Good or Effective Teaching in Nursing (Jacobsen)

Factors hindering or preventing the nurse's ability to deliver educational services to the patient/family members

Factors that negatively affect the ability of the learner to attend to and process information

Most important Hallmark of Good or Effective Teaching in Nursing (Jacobsen)

Meaning of ASSURE

is defined as a relatively permanent change in mental processing, emotional functioning, skill, and/or behavior as a result of exposure to different experiences (Bastable, 2003).

Learning is defined as a relatively permanent change in mental processing, emotional functioning, skill, and/or behavior as a result of exposure to different experiences- ?

Assessment of the learner includes attending to the three determinants of learning:

(WHAT the learner needs to learn)

(WHEN the learner is receptive to learning)

(HOW the learner best learns)

Methods to Assess Learning Needs

Criteria for Prioritizing Learning Needs

Needs that must be learned for survival or situations in which the learner's life or safety is threatened. Learning needs in this category must be met immediately.

Needs that are not life dependent but that are related to well-being or the overall ability to provide high-quality care in situations involving changes in institutional procedure.

Needs for information that is nice to know but not essential or required or situations in which the learning need is not directly related to daily activities.

4 types readiness to learn

4 types of learning styles

Global thinkers
"gist" of thinks, the essence, or the general idea
Broad categories first before going to details, think deductively

Think logically and objectively looking at the details first;

Represent in their minds what they read, see or hear as in terms of words or verbal associations

Experience in their minds what they read, see or hear as mental pictures or images

Kolb describes each learning style as combination of four basic learning modes which are:

Learning from actual experience

Learning by observing others

Creating theories to explain what is seen

Using theories to solve problems

When teaching group of learners, instruction should begin with activities suited to the:

(group discussions and brainstorming sessions)

(lectures, one-to-one instruction, and self-instruction methods with ample reading materials)

(demonstration-return demonstration methods assisted by handouts, diagrams, charts, illustrations)

(enjoys role-playing, gaming and computer simulation) to that order (Arnt & Underwood, 1990)

McCarthy (1981) developed a model based on previous research on learning styles and brain functioning.

McCarthy’s model describes four types of learners:

Learners who demand to know why. These learners like to listen, speak, interact, and brainstorm.

Learners who want toknow what to learn. These learners are most comfortable observing, analyzing, classilying. and theorizing.

Learners who want to know how to apply the new learning. These learners are happiest when experimenting, manipulating, improving, and tinkering.

Learners who ask, What if? These learners enjoy modifying, adapting, taking risks, and creating.

Gardner's 9 Types of Intelligence

linguistic intelligence

mathematical intelligence (ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns)

visual intelligence (capacity to think in images and pictures, to visualize accurately and abstractly)

kinesthetic intelligence (ability to control one's body movements and to handle objects skillfully)

(ability to produce and appreciate rhythm, pitch and timber)

(capacity to detect and respond appropriately to the moods, motivations and desires of others)

(capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes)

(ability to recognize and categorize plants, animals and other obiects in nature)

(sensitivity and capacity to tackle deep questions about human existence such as, "What is the meaning of life? Why do we die? How did we get here?"

Learning Style Models and Instruments

(Right-Brain, Left-Brain, and Whole-Brain)

(Field-Independent/Field-Dependent)

(Dunn and Dunn Learning Style Inventory)

to determine whether a learner sees the whole first (global, field independent and then the individual parts (specific, field dependent), or vice versa.

whole first

individual parts

wants to know the end result of teaching and learning prior to concentrating on the individual parts of the process

wants to know the individual parts in sequence prior to looking at the expected overall outcome of teaching-learning efforts.

Dunn and Dunn Learning Styles
five basic stimuli

(such as sound, light, temperature, and design), which are biological in nature

(such as motivation, persistence, responsibility, and structure), which are developmental and emerge over time as an outgrowth of experiences that have happened at home, school, play, or work

(such as the desire to work alone or in groups, or a combination of these two approaches), which are thought to be socioculturally based

(such as perceptual strength, intake, time of day, and mobility), which are also biological in nature and relate to the way learners function physically

(such as the way learners process and react to information), which are also biological in nature

permits people to learn about their own type of behavior and understand themselves better with respect to the way in which they interact with others.

Myers-Briggs Types: Examples of Learning

Likes group work
Dislikes slow-paced leaming
Likes action and to experience things as the way to learn
Offers opinions without being asked
Asks questions to check on the expectations of the educator

Practical
Realistic
Observant
Learns from an orderly sequence of detalls

Low need for harmony
Finds ideas and things more interesting than people
Analytical
Fair

Organized
Methodical
Work oriented
Controls the environment

Likes quiet space
Dislikes interruptions
Likes learning that deals with thoughts and Ideas
Offers opinions only when asked
Asks questions to allow understanding of the learning activity

an introspective self-report questionnaire indicating differing psychological preferences in how people perceive the world and make decisions.

The MBTI was constructed by two Americans:

Katharine Cook Briggs and her daughter Isabel Briggs Myers, who were inspired by the book Psychological Types by Swiss psychiatrist?

Baby Boomers Age

1946-1964

Optimistic, involved, hard workers

Public and peer recognition, relevance to
career goals

Lecture,small group discussion

Well documented feedback all at once

Generation X Age

1965-1980

Informal, skeptical, self-reliant

Relevance to personal goals, recognition by faculty

On-the-job training, e-Learning, active learning

Regular ongoing feedback

Millenial/ Gen Y Age

1981-1996

Realists, confident, frequent use of social networking

Fast track to success,structured assignments with clear deadlines

e-Learning, blogs, wikis. podcasts, mobile apps,
hands-on leaming

Frequent feedback

Generation Z, iGen, Centennials Age

1997- Present

Ethnically diverse, globally aware, conservative, volunteerism, environmental concerns

Digital natives, content abundance, technology dependent, collaborative

Dislike traditional classroom format, multitaskers, want leaming to be fun

Instant feedback

"a set of interrelated concepts, definitions, and propositions that presents a systematic view of events or situations by specifying relations among variables in order to explain and predict the events of the situations"

the primary elements of theories

a concept that has been developed, created, or adopted for use with a specific theory

“specify how a construct is to be measured in a specific situation”

“a subclass of a theory”

draws “on a number of theories to help people understand a specific problem in a particular setting or context”

referred to as planning models

Example of Theories /models of implementation

referred to as behavior change models

Examples of Change process theories/ behavior change models

PRECEDE-PROCEED MODEL is a cost-benefit evaluation framework proposed when by whom?

a community-oriented, participatory model for creating successful community health promotion interventions.

can help health program planners, policy makers, and other evaluators analyze situations and design health programs efficiently

It guides planners through a process that starts with desired outcomes and then works backwards in the causal chain to identify a mix of strategies for achieving those objectives.

A fundamental assumption of the model is the active participation of its intended audience – that is, that the participants ("consumers") will take an active part in defining their own problems, establishing their goals, and developing their solutions.

participatory model for creating successful community health promotion and other public health interventions.

It is based on the premise that behavior change is by and large voluntary, and that health programs are more likely to be effective if they are planned and evaluated with the active participation of those people who will have to implement them, and those who are affected by them.

What does PRECEDE mean in the
PRECEDE-PROCEED MODEL

What does PROCEED mean in the
PRECEDE-PROCEED MODEL

Meaning of PRECEDE

first developed and introduced in the 1970s by
Green and colleagues.
is based on the premise that, just as a medical diagnosis precedes a treatment plan, an educational diagnosis of the problem is very essential before developing and implementing the intervention plan.

In PRECEDE these are the knowledge, attitudes, beliefs, personal preferences, existing skills, and self-efficacy towards the desired behavior change.

In PRECEDE these are the factors that reward or reinforce the desired behavior change, including social support, economic rewards, and changing social norms.

skills or physical factors such as availability and accessibility of resources, or services that facilitate achievement of motivation to change behavior

Meaning of PROCEED

In 1991, this was added to the framework in consideration of the growing recognition of the expansion of health education to encompass policy, regulatory and related ecological/environmental factors in determining health and health behaviors.

consists of four planning phases, one implementation phase, and 3 evaluation phases

The PRECEDE-PROCEED MODEL has how many phases?

What are the PRECEDE Phases?

What are the PROCEED Phases?

•deals with identifying and evaluating the social problems that have an impact on the quality of life of a population of interest.
• program planners try to gain an understanding of the social problems that affects the quality of life of the community and its members, their strengths, weaknesses, and resources; and their readiness to change.
•This is done through various activities such as developing a planning committee, holding community forums, and conducting focus groups, surveys, and/or interviews. These activities will engage the audience in the planning process and the planners will be able to see the issues just as the community sees those problems.

includes secondary data analysis or original data collection. Examples of this data includes vital statistics, state and national health
surveys, medical and administrative records etc.

analysis of behavioral links to the goals or problems that are identified in the social or epidemiological diagnosis.

parallel analysis of social and physical environmental factors other than specific actions that could be linked to behaviors.

• planners can start to work on selecting factors that if modified will be most likely to result in behavior change, and can sustain this change process. These factors are classified as Predisposing Factors, Enabling Factors, and Reinforcing Factors.

any characteristics of a person or population that motivates behavior prior to or during the occurrence of that behavior; include an individual’s knowledge, beliefs, values, and attitudes.

those characteristics of the environment that facilitate action and any skill or resource required to attain specific behavior; include programs, services, availability and accessibility of resources, or new skills required to enable behavior change.

rewards or punishments following or anticipated as a consequence of a behavior; serve to strengthen the motivation for behavior. Some of these include social support, peer support, etc.