Teachable moments occur every day and it is important to take

advantage of them. When providing care to the client, it is easy to talk

about the activity you are performing and why it is necessary. For
example; while bathing the client, talk about skin care. When bringing
a meal tray to the client, discuss the food selections on the tray to
help the client understand his or her particular diet. Whatever the
activity, there is teachable moment within it, if you , recognize the
opportunity.
Joy Plamann, RN, BSN, BC; St. Cloud Hospital, St. Cloud, MN

HEALTH EDUCATION
DR. VIRGINIA S. SARDA-ARIZA
 The following are significant in knowing what really health is:
1. Definitions of health vary among individuals, one thing is certain though ,
Health is a quality life.
2. Social health, mental health, emotional health, spiritual health and physical
health are components of health. Physical health is more often emphasized
than other components of health, other components tend to be ignored or
forgotten.
3. Values of people differ. Each one has the right to choose about things that
may either be right or wrong- depending upon values- in relation to self.
4. Wellness is a positive state, while illness is on negative. Wellness results from the
integration of social mental, emotional and spiritual and physical health at any
level of health or illness.
5. It is not possible for anyone to be healthy and ill at the same time; although an
individual may either be healthy or ill while still having attained a high level
wellness.
6. The integration and balance of five components of health yields high level
wellness, meaning, there is no exaggeration or neglect in any of those five
components – a holistic approach to health.
7. Health education instruction in the Philippines is legally founded on the
constitution of the Philippines.
Legal Basis of Health Education
 Health education is teaching the people about health. Learning about
health is enabling every citizen of the country to realize his birthright of
health and longevity, as stated in the 1987 Constitution of the Philippines,
Article 11, Section 15 which runs thus:
 “The State shall protect and promote the right to the health of the people
and instill health consciousness among them.
 The cited constitutional provision clearly emphasizes the right of the people
to health. It is the State that has the obligation to promote and protect the
right of the people to health consciousness among the people- and one
way to achieve the goal is through health education
 Article XIII (Social Justice and Human Rights), Sections 11-13 presents a more
vivid description about the right of the people to health as follows:
 SECTION 11. The State shall adopt an integrated and comprehensive
approach to health development which shall endeavor to make essential
goods, health good, and other social services available to all the people at
affordable cost. There shall be priority of the needs of the underprivileged
sick, elderly, disabled, woman, and children. The State shall endeavor to
provide free medical cares to paupers.
 SECTION 12. The state shall establish and maintain an effective food
and drug regulatory system and undertake an appropriate
manpower development and research, responsive to the country’s
health needs and problems.
 SECTION 13. The State shall establish a special agency for disabled
persons for their rehabilitation, self-development and self-reliance,
and their integration to their mainstream society.
Teaching
 System of activities intended to produce learning.
 Takes place in various setting.
 Involves teaching about reducing health risk factors, increase level of wellness
and taking specific protective health measures
 Major most nursing aspect of nursing practice and an important nursing
function.
Teaching learning process – involves dynamic interaction between the teacher
and the learners.
Client education by nurses include evidence that patients and significant others
understand what they have been taught throughout the process. It requires :
1. Literacy level
2. Educational background
3. Communication skills
4. Culture of every client
STEP TEACHING PROCESS
1 Collect Data; analyze client’s
learning strength and deficits.
2 Make educational diagnoses.
3 Prepare Teaching Plan:
*Write Learning Outcomes
*Select Content and Time
frame
*Select Teaching Strategies
4 Implement teaching plan.
5 Evaluate client learning based
on achievement of learning
outcomes.
NURSING PROCESS
Collect Data; analyze client’s
learning strength and deficits.
Make nursing diagnoses.
Plan nursing goals/desired
outcomes and select
interventions.
Implement nursing strategies.
Evaluate client learning based
on achievement of goal
criteria
 Barrier Explanation
Acute illness Client inquires all resources
and energy to cope with
illness.
Pain Pain decreases ability to
concentrate.
Prognosis Client can be preoccupied
with illness and unable to
concentrate on new
information.
Biorhythms Mental and physical
performances have a
circadian rhythm.
Emotion (e.g., Emotions require energy
anxiety, denial, and distract from learning.
depression, grief)
Language Client may not be fluent in
the nurse’s language.
Nursing Implications
Defer teaching until client
is less ill.
Conduct pain assessment
before teaching.
Defer teaching to better
time.
Adapt time of teaching to
suit client.
Deal with emotions and
possible misinformation
first.
Obtain services of an
interpreter or nurse with
appropriate language
skills.
 Barrier Explanation
Age
*Elders Vision, hearing and motor control can be
impaired in elders.
Children have a shorter attention span
*Children and vocabulary differences.
There may be cultural and religious
restrictions on certain types of knowledge.
Culture/Religion (e.g., birth control information)
Visual, hearing, sensory, or motor
impairments may interfere with client’s
ability to learn.
Physical Disability Impaired cognitive ability may affect the
client’s capacity for learning.
Mental Disability
Nursing Implication
Consider sensory and motor deficits
and adapt in teaching plan.
Plan shorter and more active learning
episodes.
Asses the client’s cultural/religious
needs when planning learning
activities.
Plan teaching activities appropriate to
learner’s physical abilities.
Assess client’s capacity for learning and
plan teaching activities to complement
the client’s ability while planning more
complex learning for the client’s
Attributes of Learning

Learning is
1. An experience that occurs inside the learner.
2. A consequence of experience.
3. A cooperative and collaborative process.
4. A process that is both intellectual and emotional.
5. An evolutionary process that builds on past learning and
experiences.
6. The discovery of personal meaning and relevance of ideas.
Conditions under which people
learns best
Learning is facilitated in the atmosphere where’;
1. Encourages people to be active
2. Promotes and facilitates the individual discovery of the personal meaning of
ideas.
3. Tolerates ambiguity
4. Permits confrontation
5. Respects people feelings and accept people
6. Encourages trust in themselves as well as the external resources.
7. Differentiates the good and the desirable
8. Consistently recognizes people’s right to make mistakes
9. Emphasizes the uniquely personal and subjective nature of learning.
10. Encourages openness of self rather than concealment of self.
11. Fosters evaluation as a cooperative process, with emphasis on self evaluation.
Teaching Clients and their Families
Teaching Individuals
 Can be one to one teaching episodes.
 Can also involve teaching family members or other support people who
are caring for the client.
 Teach parents or grandparents involve on how to care for children.
 nurse may teach about wound care while changing client’s
dressing.
 nurse promote exercise and other lifestyle behaviors that minimize the risk
of a heart attack for a client with cardiac problem.
 Time constraints and decreased length of hospital stay- provide client
education that will ensure client’s safe transition from one level to another
and make appropriate plans for home follow up.
 Discharge plans must include;
_--- information about what the client has been taught before transfer;
__ what to learn to perform at home.
Teaching in the Community
 Nurses are often involved in community health education.
 Activities may be aimed at large groups of people who may have
interest in some aspect of health – nutrition classes/ riding safety
programs
 Programs can be designed for small groups or individual learners – FP
class or childbirth class.
Teaching Health Personnel
 Nurses are also involved in the instruction of professional colleagues;
a. Continuing education
b. In-service programs
c. Staff development
d. Preceptor for a new graduate or newly employed nurses
e. Clinical instruction involvement of nursing students.
 Learning

• A change in human disposition or capability that persists;

• cannot be solely accounted for by growth
• Represented by a change of behavior
 Learning Needs

A desire or Includes
Requirement to know • new knowledge or
something that is information,
presently unknown to • New or different skills or
the learner physical ability
• Behavior or a need to
change an old
behavior
 Aspects of Learning

Compliance
• desire to learn and Adherence
to act on the • Commitment
learning or attachment
• Extent to which the Ability to maintain to a regimen.
person’s behavior health promoting
coincides with the regimen which are
medical or health determined largely
advise by a health care
provider(Bastable,
2003)
Definition of Terms

Geragogy
Andragogy Pedagogy The process involved
Is the art and science of Discipline concerned in stimulating and
teaching adults with helping children helping elders to
learn
Guide for Teaching Adult Clients
using Andragogic concepts
1. As people mature, they move from dependence to
independence;
2. An adult’s previous experiences can be used as a resource for
learning.
3. An adult’s readiness to learn is often related to a developmental
task or social role.
4. An adult is more oriented to learning when the material is useful
immediately, not sometime in the future.
Learning Theories
Behaviorism ( Thorndike, Bandura, Skinner and Pavlov)
 Learning takes place when an individual’s reaction to a stimulus is either positively or negatively
reinforced.
 The more rapid, consistent and positive the reinforcement – behavior is learned and reinforced.
Thorndike
 Learning should be based on the learner’s behavior
 Act is called a response as an effect to a stimulus.
 Observe responses and then manipulates the environment to bring about the intended change.
Skinner
 positive reinforcement;
 Operant conditioning – rewarded or reinforced behavior is repeated; behavior punished - suppressed
Bandura
 Observing and thinking about the behavior of others - observational learning and instruction;
 imitation- process by which individual copy or reproduced what they have observed.
 modelling – persons learns by observing the behavior of others.
Nurse’s applying Behavioristic
Theory
 Provide sufficient practice and both immediate and repeat testing
and re-demonstration.
 Provide opportunities for learners to solve problems by trial and error
 Select teaching strategies that avoid distracting information and
that evoke the desired response.
 Praise the learner for appropriate behavior and provide positive
feedback at interval throughout the learning experience
 Provide role models of desired behavior.
Cognitivism – (Piaget, Lewin and Bloom)
 Learning is a complex cognitive activity – mental /intellectual
process.
 Emphasis – importance of social, emotional and physical context
in which learning occurs such as teacher-learner relationship.
 Individual and developmental readiness are factors associated
with cognitive approaches.
Phases and Stages
1.Sensori phase
• stage 1 use of reflexes
• stage 2 primary circular reaction
• stage 3 secondary circular
reaction
• stage 4 coordination of
secondary representations.
• stage 5 tertiary circular reaction
• Stage 6 inventions of new
means
2. Preconceptual phase
Age Significant Behavior
Birth to 2 years
Birth to 1 month Most action is reflexive
1-4 months Perception of events is centered on the body.
objects are extension of self.
4-8 months Acknowledges the environment; actively makes
changes in the environment.
8-12 months can distinguish a goal from a means of attaining it.
12-18months Tries and discovers new goal and ways to attain
goals. Rituals are important.
18-24 months Interpret the environment by mental image. Uses
make believe and pretend play.
2-4 years old Egocentric; everything is significant and relates to
“me”. Explores the environment. Language
development is rapid. Associate words with objects.
3. Intuitive thought phase
4. Concrete operation phase
5. Formal operational phase
4-7 years Diminishes egocentric thinking, thinks one
idea at a time, words express thoughts,
includes others in the environment.
7-11 years Solves concrete problems, begins to
understand relationship such as size,
understands right and left. Aware of
viewpoint.
11-15 Uses rational thinking. Reasoning is deductive
and futuristic.
Lewin
 Learning involves four different types of changes
 Theory of change- has three basic stages
1. unfreezing
 Need for change is recognized; driving and restraining forces are
identified; alternative solutions are generated; learners are motivated
to change.
2. moving
 Status quo is undesirable; actual changed is planned in details and
implemented.
3. refreezing
 Change is integrated and stabilized.
Bloom
Three Domains or Areas of Learning

Cognitive Psychomotor
Affective – degree of a
• Knowing • skill
person’s depth of
• Comprehending
emotional response to
• Remembering
tasks.
• Analysis
• Feelings, emotion,
• Synthesis
interests, attitudes
• evaluation
and appreciations
Nurse applying Cognitivism Theory

 Provide social emotional and physical environment conducive to learning.

 Encourage positive teacher –learner relationship
 Select multisensory teaching strategies since perception is influenced by the
senses.
 Recognize that personal characteristics have impact on how cues are
perceived and develop appropriate teaching approaches to target different
learning styles.
 Assess person’s developmental and individual readiness to learn and adapt
strategies to the learner’s developmental level.
 Select behavioral objectives and teaching strategies that includes the
cognitive and psychomotor domains of learning.
 Humanism Learning Theory

Focuses both Autonomy and self

Learning is determination is
cognitive and • Self-motivated-
affective qualities important.
work towards self- • Learner is an
of the learner. reliance and
• Self- active
independence participant; takes
development • Self initiated
and achieving responsibility in
• Self-evaluated meeting the
full potential
individual
learning needs
Nurse applying Humanism Theory

 Convey empathy in the nurse –client relationship.

 Encourage learner to establish goals and promote self-directed
learning.
 Encourage active learning- nurse serves as facilitator, resource or
mentor of the learner.
 Use active strategies to assist the client’s adoption of new behavior.
 Expose learner to new relevant information and ask appropriate
questions to encourage learner to seek answer.
 FACTORS AFFECTING LEARNING

relevance
Motivation Active
readiness involvement
Non- Psychomotor ability
feedback Judgmental • Muscle strength
repetition support • Motor
coordination
Simple to Cultural • Energy
complex emotions aspects • Sensory acuity

timing Physiologic environment

events
1. Motivation - desire to learn
 Generally greatest when a person recognizes a need and believes the need will
be met through learning.
 Need must be identified and experienced by the client.
Ex. A client with heart disease may need to know the effects of smoking before
he recognized the need to stop smoking.
An adolescent client may need to know the consequences of an untreated
sexually transmitted infection before he sees the need for treatment.
2. Readiness- reflects not only the desire/willingness to learn but also
the ability to learn at a specific time.
Nurse role: encourage the development of readiness.
Ex. A patient may want to learn self care during dressing change , but if the client
experiences pain/discomfort she may not be able to learn.
3. Active Involvement – learning is facilitated when the client is interested
and actively involved, and may be more able to apply the
learning to their own situation.
Passive learning such as listening and watching a film do not foster optimal
learning.
4. Relevance- skill to be learned must be personally relevant to the
learner. Client easily learn if they connect the new knowledge to that which they already
know or have experienced.
Adults learn best if what they are being taught is meaningful to them.
5. Feedback – information relating to person’s performance to a
desired goal. It has to be meaningful to the learner.
Feedback that accompanies practice of psychomotor skills – helps learn
the skill.
Feedback are positive – support desired behavior through praise,
positively worded corrections, suggestions and recommendations.
Negative feedback- ridicule, anger, and sarcasm – type of punishment can cause
client to avoid the teacher in order to avoid punishment and lead to
withdraw from learning.
6. Non-judgmental Support – client learns best when they believe they are
accepted and will not be judged.
# once a person succeeded in accomplishing a task- they gain self-confidence in their
ability to learn – this reduces anxiety about failure - can motivate greater learning.
Successful learners – has confidence to accept failures.
7. Simple to complex – is facilitated by materials logically organized and proceeds
from simple to complex- enables learner to comprehend new information.
8. Repetition – facilitates retention of newly learned material
practice of psychomotor skills with positive feedback – improves performance
and facilitates transfer of learning to another setting.
9. Timing – people retain information and psychomotor skills best when the
time between learning and active use of the learning is short. The longer
the interval the more learning is forgotten.
10. Environment
 Reduce distraction, provide psychological and physical comfort;
 Has adequate lighting – free from glare
 Comfortable room temperature
 Good ventilation
In hospital setting - to facilitate learning , nurses should choose a time when no
visitors present and interruptions are unlikely.
Privacy is essential for some in learning.
11. Emotions – fear, anger, and depression can impede learning.
High level of anxiety resulting in agitation – inability to concentrate
Extreme emotional states – may not hear spoken words/may retain
only a part of communication.
Nurse may provide medication – to reduce anxiety and put them in an
emotional state in which understanding and learning can occur.
12. Physiologic event- such as illness, pain, sensory deficits – cannot apply energy to
learning.
Nurse should try to reduce physiologic barriers before teaching.
13. Cultural Aspects- such as language and values.
14. Psychomotor activity –
 Psychomotor ability can be affected by health
 Older client- may not be able to tie bandage.
Physical abilities are important for
learning psychomotor skills:
1. muscle strength
2. motor coordination
 gross motor coordination is required for movement such as walking.
 fine motor coordination is needed when using utensils such as fork
and spoon for eating.
3.Energy – required for most psychomotor skills and learning.
Ex: people who are ill or elderly often have limited energy resources;
learning and carrying out these skills must be timed for when the
client’s energy is not depleted.
4. Sensory acuity – sight is used for most learning; clients with visual
impairment often need the assistance of a support person to carry out
such tasks.
Malcolm Knowles A Model for Adult Learning is summarized as;
Adults are:
 motivated to learn information for which they understand the
purpose and see practical applications.
 want to take some control of their learning process and be self-
directed.
 want their life experience to be considered in the learning situation
and also want to learn from other’s experiences.
 Comparison of Pedagogy to Andragogy according to
Malcolm Knowles
Pedagogy Andragogy

Need to know Learn what their teacher wants Need to know why they need to learn
them to learn. something.

Self concept Perception of being dependent on Feel responsible for their own learning.
their teacher for learning.
Role of experience The teacher experience , not the Adults learn from each other’s experience.
children’s experience is what
counts.
Readiness to learn Must be ready when the teacher Ready to learn when they feel they need
says they must or they will not be to know.
promoted.
Orientation to Subject-centered orientation Life or task centered orientation
Learning
Motivation Externally motivated Primarily internally motivated, with some
external motivation.
 Types of Learning
1. Signal Learning – the person develops a general diffuse reaction to a stimulus.
 Conditioned response
 Simplest level of learning
Ex: a nursing student may feel fear every time the term exam is mentioned because he has felt fear
whenever taking the actual exam.
Because of the association, just the term exam is enough to evoke fear. The words have become the
signal that elicits the response.
2. Stimulus-response Learning – involves voluntary response to a specific
stimulus or combination of stimuli.
Ex: nursing student learning to monitor IV infusion. The teacher tells the learner: if you see that the IV is not
dripping , first open the clamp farther. Eventually the learner respond automatically to an IV line that is not
running by opening the clamp before doing anything else.
3.Chaining – acquisition of a series of related conditioned responses or stimulus-response connections.
Ex. After learning to open the clamp farther, if an IV line is not dripping, the nursing student is taught that if
opening the clamp is not successful, checking the line for a return blood flow is in order.
4. Verbal association- type of chaining and is easily recognized in the process of
learning medical terminology.
Ex. A nursing student already know the term “thermal”- refers to temperature.
The instructor introduces the word ”hyperthermia” and its definition. The student
recognizes that the syllable “therm” connects the two words, thus find it easy to
learn the new term because of a previous association.
5. Discrimination Learning – to learn and retain large number of chains. The more
new chains that are learned, the easier it is to forget previous chains.
Ex: a student nurse tries to learn a long list of drugs and their actions. Halfway
down the list, the learning of new chains interferes with the memory for old ones.
If a student can find the means of discriminating between the drugs, maybe
something unique or significant about each, retention will be increased.
6. Concept Learning – learning how to classify stimuli into groups represented by
a common concept.
Ex. person learns to see symptoms like redness, swelling and pain as being stimuli
that are grouped together under the concept of infection
7. Rule Learning – can be considered a chain of concepts or a relationship
between concepts.
 Rules are expressed in “If and Then” relationship.
 Fairly sophisticated level of learning.
 Some people do fine in lower level up to discrimination and concept
learning but they have difficulty in applying the rules.
 If a learner does not learn and truly comprehend a lot of rules in a particular
area of study, he will have difficulty with the highest level of learning.
8. Problem-solving – highest level of learning
Role of Nurse educator:
1. Help the learner define the problem and the goal;
 state or help the student put into words by verbal coaching.
 Make certain that the student has learned the concept and rules needed
to solve problems.
2. Help the learner recall the necessary rules by means of suggestions,
questions or demonstrations.
Ex.
Teacher : What is Mr. Yu’s activity order?
Learner : He is on a bed rest, but he can bathe and feed himself.
Teacher : Why is he on bed rest?
Learner : Because the doctor ordered it.
Teacher ; I mean, why did the doctor ordered it?
Learner : I guess so that Mr. Yu’s heart can rest.
Teacher ; Good. There should not be any strain on her heart muscle. But while myocardium is resting, what
is happening to the rest of the muscles of his body?
Learner : They’re resting too – getting weak.
Teacher : Yes, is there anything we can do to prevent the skeletal muscles from getting any weaker,
yet not put a strain in his heart muscle?
Learner : may be he could do isometric exercise; that doesn’t cause much movement
Teacher : It doesn’t cause much movement because the muscle fibers don’t shorten but it does
cause other physiologic effect.
Learner ; I remember now, isometric exercise raises blood pressure.
Teacher : right, it does not only raises BP but also increases cardiac output.
Learner : Well, we cant do that. Could he do range of motion exercise?
Teacher ; What kind of exercise is range of motion – classification?
Learner ; Its isotonic exercise; the muscles move and the muscle fibers
shorten.
Teacher : Yes, they move , but they actually require less oxygen than
isometric exercise.
Learner : I guess Mr. Yu could do active range of motion of his arms
because he is allowed to wash and feed himself. What
about his Legs?
Teacher : You can check with the physician about how much leg
exercise Mr. Yu can do.
In this example ; the teacher:
 led the learner to Problem solving process;
 aiding in the recall of principles and rules,
 helping the student think clearly and to arrive at its goal.
Intellectual and creativity factors
affecting learner’s problem solving
 Students who can recall principles and rules independently do not
need this much guidance from the instructor in arriving at solution.
 Individual differences can affect their ability to learn through problem
solving.
 A learner who has learned a large range of rules – more likely to have
access to some rules that could be applied to situation at hand.
 Some learners vary in their ability to recall those rules.
 Some learners are more able to select useful relevant concepts that will
help to define and solve problems.
 Learners may also differ in their ability to combine rules into hypothesis
and to apply specific solutions into a general class of problems.
Learning styles
 People learn uniquely in different ways.
 Habitual manner in which learners receive and perceive information,
process it, understand it, value it, store it and recall it.
Why should we bother to study learning styles?
If we understand the way individual learns,
1. We can intervene when they are having difficulty.
2. We can enhance effective learning to make it even better.
3. We can help learners to work on developing other learning styles
4. Teachers could be encouraged to use variety of teaching strategies to
address student’s various learning needs.
5. Helping students to expand their learning styles will serve them well over
time as they encounter a variety of learning environment.
Assignment
1. Is it good for a student to settle into one learning style and not be
encouraged to expand their range?
2. How can a nurse teacher in the classroom match the learning style of
every student in the class?
3. Compare and Contrast the different styles of learning;
1. Holistic or global thinkers
2. Analytic thinkers
3. Verbal thinkers
4. Visual thinkers
4. Discuss the following learning style models
 Kolb’s theory of experiential learning
 Gregorc Cognitive style model
 Field independence model
Case Study

A nursing student has been earning low grades on her examinations in

Anatomy and Physiology subject. She tells you, the nurse instructor, that
she studies “all the time” but it doesn’t seem working.
1. What factors would you assess in this situation?
2. What questions would you ask her?
3. Would it help to test her learning style
4. Based on your assessment, what initial steps might you suggest that
would help her.
Critical thinking exercise

 A young diabetic patient is having difficulty maintaining controlled blood sugar

if he has any changes from his daily routine. For example, if he is nauseated and
cannot eat usual meals, he doesn’t compensate with “sick-day diets. If he
exercises more than usual on the weekend , he has trouble keeping his blood
sugar stable.
1. How can you determine if the cause of problem is lack of motivation , lack of
knowledge, or lack of adaptive abilities?
2. Since part of difficulty seems to be lack of problem solving, which of the
following will be the root cause?
 He doesn’t know enough rules to apply to the situation.
 He cannot formulate and test hypothesis.
 He cannot transfer information he was taught.
1. How would you help this young man think through the handling of those days
which he has problems and assist him to do better job of problem solving?
Principles of Learning (Stephen F. Foster,1986)
 Learning by doing
 One learns to do what one does.
 The amount of reinforcement necessary for learning is relative to the
students’ needs and abilities.
 The principle of readiness is relative the learner’s stage of development and
their previous learning.
 The student’s self-concept and beliefs about their abilities are extremely
important.
 Teachers should provide opportunities for meaningful and appropriate
practice.
 Transfer of learning to the new situation can be horizontal (across subject
matter) or vertical ( increased complexity of the same object).
 Learning should be goal directed and focused.
 Positive feedback, realistic praise and encouragement are motivating
factors in teaching learning process.
 Metacognition is an advanced cognitive process.
Principles of Teaching (Daniel Mujis and David
Reynolds,2005)
 Learning is always an active process
# the learner actively creates his/her learning from various inputs he/she receives.
 Learning is search for meaning
# the learner actively try to make meanings.
 Teachers need to have a good knowledge of child development and learning
theory.
# to enable them to judge more accurately how learning occurs.
 Learning is always contextualized
# we learn best when new learning is explicitly connected to what we already
know.
 Real in-depth learning means thoroughly constructing knowledge
# exploring and resisting material.
 Teaching is about empowering the learner and allowing the learner to discover and
reflect on realistic experiences
# This will lead to authentic learning and deeper understanding.
A Brief History of Health Education
 People of the ancient world- so concerned about their health.
 Ancient Greeks estates
observed sports competition in honor of their God’s and Goddesses
competitors undergo rigid physical and mental trainings to win – Greeks believed in what Plato
had envisioned about health – sound mind, sound body for the good of the soul.
 Tracing the history of ancient times- Rubinson& Alles (1984)- concluded that health education
profession has been helping people for a very long time now.
 In 1970, the Role Delineation Project- a national project designed to develop a specific description of
the role of educators and accrediting health educators.
 In 1980, health education was operationally defined as the process of assisting individuals, acting
separately and collectively, to make informed decisions on matters affecting IFC health
 In 1985, the Wisconsin Department of Public Instruction’s Guide to Curriculum Planning in Health
Education adapted the term total health in connection with health education.
 Total Health- lifelong interdependence, constant interaction, balance of the physical, emotional
social and intellectual dimensions of human growth and development.
 Health education at present – any combination of learning and experiences designed to facilitate
voluntary adaptations of behavior conducive to health.
 Health education should be a planned change by the health educator himself (Breckon, et al, 1985).
Understanding Health Education
Instructional

Approach
Being able to determine these approaches will mean effective health education
instruction for nurse or health educators.

Approach

Specifies and describes

• Major goal of teaching
• Nature of subject matter and Enlightened Sound philosophy and
teaching-learning process objective orientation to the whole
• Role of the teacher viewpoint process of teaching and
• Expectations from the student toward selection of instructional
• Kinds of evaluation techniques teaching materials
• Suitability of teaching methods
and strategies to be employed
 Mode of Health Education
Instruction – necessitates the
development of:

• Learning objectives
• Designation of the content
• Making the design for learning activities to
teach the content.
• Identifying the instructional aids or devices
• preparing an evaluation
Health Education Objectives
 Acquisition of knowledge on healthy behaviors is important in health
education instruction selection of objectives leading to the
adoption of these behaviors is of equal significance.
 Acquisition of knowledge, improvement of attitude and
development of certain skills in health education may only be
achieved if there would be demonstrable change in health-related
behavior and improvement in health status among the learners
2. Mode of Instruction
 Selection of teaching methods – always a prerogative of the teacher.
 Has to fit most in achieving the objectives of behavior change.
 Involve the learners during the course of instruction effective in
attaining behavioral changes.
 Determine whether
. Evaluation educational
At the end objectives have
of every been met
session or
lesson Formative assessment
• Use to guide and
make adjustments in
their instruction
• Provide with
Summative assessment immediate feedback
usually occurs toward the on how well they are
end of a particular unit learning
• May be integrated in
all parts of the lesson.
• Usually recorded but
not graded.
4. Health education Research Goals – aims to affect change.
 Major objective of health education encourage among learners the adoption of health-
related behaviors believed to be healthy.
 Research investigation pave the way to reach such behavioral change.
Health Education today;
 Is a process in which the goal – is to free people so that they make health- related decisions
based upon their needs and interests as long as decisions do not adversely affect others
(Greenberg, 1978).
New health education
 is an alternative form to traditional forms of health education.
 Process of learning and thinking “öut of the box”
 It sets people free from their feeling of low self-esteem, inferiority, rejection, anger and depression.
 Thus, it is significant that health education should be organized to help people, young and old, to
achieve their goals/objectives in life – living independent-minded and healthy individuals.
Traditional Health Education – is concerned with behavioral changes and those of the factors or
variables that have effects on that change.
 INSTRUCTION

One part of the

curriculum
• Content/subject • Process in which
matter teacher teachers attempt to
teaches make learning sensible.
• Methods and • Students attempt to
strategies used make sense of learning
by teachers to
teach
Stages of Instructional Planning
Conceptual stage
Definitional stage Developmental Operational Progressive
• Formulation of
• Concerned with stage stage Evaluation
general goals and
specification of • Selection of • Instructional Feedback
ideas for
instructional teaching plan is mechanis
instruction.
objectives. methods and implemented m and
• Creative and
• Teacher procedures in the assessment
brainstorming
determines • Designing and practical on the
stage – holistic and
realistic organizing context effectivene
thematic emphasis
instructional instructional • Flexibility and ss of
• Teacher need to
give careful objectives. processes. adaptability in planning.
• Instructional • Development of lesson Ongoing
consideration to
objectives most appropriate planning are process
student’s needs
• Teacher sets the instructional always interacting
and the priorities
limits of the strategies/materi essential. all stages .
among these
needs. program for the als,.
• Tentative overall subject.
plan is generated.
Significance of Syllabus planning
Syllabus
 A course plan that health education prepares before actual health
education instruction begins.

Title of the Course

credits
course description
Statement of
Teaching Contents/topic
goals and
methods of the course
objectives

Target dates and

requirements systems of List of references
evaluation
 •Course description- this course discusses the fundamental
concept and components of health and reviews the

Health education current health situations in the country. It presents those

strategies of health education that will eventually enhance
learning acquisition and application of desirable health
behaviors leading to attainment of total health.

•Number of units to be earned by every learner in the

subject after the semester.

Indicating Credits •Example – strategies of health education is a three (3) unit

course
•The units should be indicated clearly in the syllabus.

Stating •This should be expressed in terms of learning

outcomes which students are expected to have
achieved by the end of the lesson.

instructional goals •The expected outcome may refer to knowledge,

skills and attitudes/values.
aim
General statement of intent for
a course.
Important guide to desired
and valued societal ends.
Significant, clear and concise
when it provides
meaningfulness.
Imply significant practical uses
and interpretation in relation to
every student imaginative life.
goal Provide specific sense of
direction in teaching.
It is tied to a specific
behavior, condition and
proficiency level by the
objective.
Behavioral Objective –
specific which a particular
has to achieve, condition
to which the behavior is
demonstrated and the
proficiency level at which
the behavior is to be
performed.
 Methods of teaching

•How the reasons will Requirements of the course

Organizing content of Instruction
be taught either in
deductive or inductive
•Selected based on
type, contents, • Intelligent selection and •Enumeration of student activities to meet
purpose of the lessons, inclusion of topics related
basic requirement of the course.

type of learners, to the course description. •Ex: field trips, recitations,

physical features of • Topic should fit into the
the teaching time frame of the subject.
venues/classrooms. • Organized into the topic,
arranged and presented
logically and sequentially
to achieved the desired
behavior change of the
learners.
 Introduction: learning competencies

Motivation: setting the context

Lesson Delivery : Learning strategy

development plan
Practice : Support to delivery ( questioning
with feedback)

Enrichment : Real life application

Evaluation : Assessment