HEALTH EDUCATION

compound
word
-
HEALTH
and

EDUCATION.

The
World
between
Health
Organization
defines health as a "state of complete




Information
and
Health Practices.

It motivates the person to take
information and do something with it –
and not merely the absence of disease
to keep himself/herself healthier by
and infirmity” (Hood & Leddy, 2003).
avoiding actions that are harmful and
Health is ever-changing and is best
by forming habits that are beneficial.

It is helping individuals and groups to
Dun describes health in terms of
better health through equipping every
wellness. He points out that a person
individual
has different levels of wellness.
KNOWLEDGE,
Wellness in terms of a health – illness
SKILLS
continuum, from high level wellness on
intelligent
one end, a person's condition can move
become
through
activities and make the necessary
GOOD
health,
NORMAL
with
so
that
competent
in
the
POOR health and eventually to DEATH
challenges
of
his
on the other end of the continuum.
environment.

he
health
adaptations
According to this definition, one's
desirable
ATTITUDES
health, POOR health to EXTREMELY
can
and
make
decisions
and
to
out
carry
face
of
the
ever-changing
In its broadest interpretation, health
health is never constant; is always
education
changing.
experiences of an individual, group or
On the other hand, Education is the
community that influence BELIEFS,
“acquisition
ATTITUDES and BEHAVIOR with
of
the
art
of
the
utilization of knowledge"

Health
physical, mental and social well-being
viewed as a continuum.

A process which bridges the gap
Education
is
becoming
concerns
all
those
respect to health, as well as processes
something.
and efforts of producing CHANGE
Nursing program in under graduate
when this is necessary for optimal
level prepare students to serve this
health.
role in many dimensions.

It is clear that health education is
basically not telling people what to do
WHAT HEALTH EDUCATION IS
about their health, rather, it is a
process whereby learning situations
are created with and for people so
that they may change favorably their
information which is but a small part
health
of the health education process.
habits
adequate
attitudes
knowledge
and
have
for
the

There is a saving that "YOU CAN
improvement of their personal, family
LEAD A HORSE TO THE WATER.
and community health.
BUT YOU CAN'T FORCE IT TO
DRINK". The sense is true in health
Holistic Health Education

education. You can tell people what to
The role of Health Education in
do about their health but you can't
promoting healthy behavior is a fact
force them to do what you say.
of life today.

How
can

we
educate
so
that
It is only when people realize the need
to
changing
or
modifying
their
knowledge is not only power, but also
behavior that they will apply the
insight, so that children and youth not
principles of healthful living.
only learn about health but also make

Health Education, therefore, is the
health a meaningful part of their lives;
entire
process-
beginning
with
so that we guide the development not
awareness and all steps leading to and
only of health knowledge but also of
including action to improve health or
character; so that students not only
health conditions
acquire facts but also have enhanced

capacity to maintain health behaviors.
THE FOCUS OF HEALTH EDUCATION IS
To
ON PEOPLE AND ON ACTION.
develop
ways
and
means
of
affecting favorable changes in health

habits and attitudes of people

To
help
people
gain
experiences,
and sustain healthful life practices,
purposeful

knowledge,
To use judiciously and wisely the
health services available to them and
understanding, habits, attitudes and
make
ideals that will help them to live
individually and collectively,
healthfully as an individual and as a

member of the community.

It aims to persuade people to adapt
their
own
decisions,
both
To improve their health status and
environment
Merely lecturing to a group of people

If we accept that Health Education
about the advantages of building a
aims
toilet is not a health education. This is
changes in Health Habits, Attitudes
only
and knowledge of people through their
the
dissemination
of
health
at
bringing
about
favorable
own efforts and actions then it is
obvious that Health Education should
VALUE
begin with the interest of people in
NURSING PRACTICE
improving their condition of living and
Clinical Practice
their way of life.

OF
HEALTH
EDUCATION
TO
Plan of care to patient admission to
It is important that nurses / health
discharge always includes provision of
educators have certain understanding of
health teaching utilizing the two-way
people in order to bring about desirable
process or Socratic method.
"changed" behavior.


for patients to be discharge which
way
aims
of
life
of
people

level
of
disease condition and be able to act
Knowledge of problem that the people
according to what he knows and
recognize and have interest in doing
increase
something about.
medical regimen.
of
the
Socio-economic
Knowledge
of
the
channels
of
Knowledge
the
competence
to
his
Preventive aspect of care
Community

of
his
Health Center

Primary Health Care – determining the
community
needs and problems of the community
resources, whether human, natural,
and plan for educational intervention
financial,
according to the priority needs of the
institutional
and
/
or
community.
An understanding of:

the
Value System, Religious Practices, etc.
technical.

increase
knowledge of the patient about his
communication.

to
Traditions,
Knowledge
Superstition,
including:
level.

Planning Patient Education Program
An understanding of the culture or
Beliefs,


past
PRINCIPLES OF HEALTH EDUCATION
experiences
of
people
with
To promote:
respect to health and illness
1.
Good health practices.
of the motivation of people why they
2. The use of preventive services like
do the things they do
immunization, screening, antenatal and
principles of learning and the barriers
child health clinics.
of
learning
the
knowledge
of
educational methods and media and
their effectiveness.
3. The correct use of medications and
the pursuit of rehabilitation regimen.
4. The recognition of early symptoms of
disease and promoting early referral.
5. Community support for primary health
4. In
care.
health
education
classes,
or
home/follow up visits.
WHAT TO CHANGE
STEPS:
-
It is noteworthy that the UNESCO
1. Identify what the key problems are.
“Education for All” and the United
2. What advice should be given
Nation's
Proposals that seek change should
Literacy
Decade
have
included health education activities
Be simple to put into practice with the
for
existing
schools as academic partners and

knowledge and skills in the community.
venues for service delivery

Fit in with existing lifestyle and

-
goal
attainment
and
involved
Serious efforts are now directed to
culture and not conflict with beliefs.
strengthen the school health and

Not require resources or money.
nutrition programs which are actually

Meet felt need of the community.
the springboards for more advanced

Be seen by the people to convey real
health education programs since the
benefits in the short term, not in the
school health teacher is the first
distant future.
contact in formal health education.

Health education programs should be
flexible and should fit in with the
people's beliefs, culture, needs and
THE EDUCATION PROCESS

circumstances.
Is a systematic, sequential, planned
course of action with TEACHING and
LEARNING
WHERE
TO
CONDUCT
HEALTH
interdependent
EDUCATION
its
two
functions
major
and
the
teacher and learner as the key players
1. In the privacy of a patient's room,
which may involve the patient and
his/her family.
2. In
as
outpatient
involved.
KEY WORDS

departments
of
Teaching = a deliberate intervention
involving
the
planning
hospitals/clinics, health centers and
implementation
other health care settings.
activities and experiences to meet the
3. In community barangay hall involving
different
members
organized
groups
or
of
and
instructional
intended learner outcomes based on
the teaching plan.

Instruction = is just one aspect of
learning”- to create the teachable moment
teaching which involves communicating
rather than just waiting for it to happen.
information about a specific skill.

Learning = is change in behavior
THE EDUCATION PROCESS
(knowledge, skills and attitudes) that
The education process is a systematic,
can occur at any time or in any place
sequential,
as
to
planned course of action consisting of
environmental stimuli. = it is also an
teaching and learning. It is a cycle that
action by which knowledge, skills and
involves the teacher and the learner.
a
result
attitudes
of
are
exposure
consciously
or
unconsciously acquired and behavior is
altered

which
can
be
seen
or
based,
1. Assessment
- It is a process which provides the
nurse
educator
with
information
regarding the students’ knowledge and
Patient education = a process of
skills
assisting
effectively transfer knowledge and
people
to
behaviors
learn
which
health
can
be
incorporated into their everyday lives.

scientifically
observed.
related

logical,
needed
to
efficiently
and
skills to learners.
- Also refers to the gathering of data
Instead of the “teacher teaching",
about the
the paradigm has shifted to focus on
learners’ demographic profile, skills
the “learner learning".
and abilities needed in identifying the
Hence, the nurse needs to know not
most appropriate teaching strategy.
only the subject matter but also her
2. Planning
role in the teaching learning process
-A
and the nature of the learner.
learner's
carefully
or
organized
group of
written
presentation of what the learner
needs to learn and how the nurse
PILLARS
OF
THE
TEACHING
-
LEARNING PROCESS
educator is going to initiate the
teaching process.
1. Teacher
- It also includes culturally relevant
2. Learner
skills for the learner, the goals of
3. Subject Matter
learning, type of teaching – learning
"The role of the Educator is not primarily to
setting such as classroom, laboratory,
teach, but to promote learning and to
clinical, or ward setting.
provide for an environment conducive to
- Indicates
teaching
timeline
specific sets of learner activities.
and
3. Implementation and Application of the
-
Teaching Plan
Issues of Safety and Security Inside
and Outside the School
- Is the point where the theoretical and
practical aspects of the teachinglearning process meet as the teacher
-
Perceived Lack of Support
Teacher Factors
-
applies the plan.
Teacher's Qualifications and Values –
education is also constrained by the
- It includes procedures or techniques
ability of the teacher to teach in
and strategies that the teacher will
terms of her personality traits and
use to best implement the plan.
values, professional behavior and her
4. Evaluation
outlook in life and in teaching.
- Is the measurement of the teaching -
-
Knowledge, Skills and Values of the
learning performance of both the
Teacher – intellectual capabilities of
teacher and the learner.
teachers facilitate cognitive learning
- It must be constructive and objective
and stimulate students psychomotor
with the purpose of creating effective
process. The teacher's professional
change in the behavior of both the
values, promotes students’ ideals of
teacher and the learner in terms of
achievement and scholastic mastery.
input, process and output.
-
BARRIERS TO EDUCATION
Inadequate Professional Preparation
Filipino Concept of Health and Illness
Student Factors
-
Physical Disability
-
Negative Attitudes and Stereotypes
-
Poverty
-
Students'
Capabilities,
Personal
Beliefs and Values
-
Students are More Likely to Drop out
of school If Schooling is Irrelevant to
Realities
processes or development in correspondence
Institutional Factors
-
Inadequate
Physical
to the ability to function properly, to be
Facilities
and
Funding
-
*HEALTH – a combination of maturative
Philosophy, Vision, Mission of Schools
active.
*Being either PAYAT or TABA are not
considered as healthy, but not necessarily ill.

The term sakit is closer to the
meaning of illness than to disease.

In many cases, ailments or illnesses
are culture-specific.
o Ex. Usug, Bangungot (Western:
nightmare death syndrome)
Although recent studies try to increase
knowledge on these illnesses, it cannot be
*Therefore, HEALTH cannot be translated
denied that there is still a void due to the
as a mere absence of fever, pain or even
inadequate attention given to such illnesses.
generalized feelings of malaise. It is also
loaded with notions of social interactions.
SAKIT = Pain
ILLNESS VS. DISEASE

Western medicine – pain as a symptom

Filipino medicine – sakit = pain in
several contexts (ex. sakit ng ulo,
FRAKE

sakit ng tiyan)
Illness – a single instance of “being
sick”

o Sakit

has
degrees
conceptual
entity
stinging type; kirot for a sharp,
particular
illnesses,
which
classifies
symptoms
recurrent
or
pathological components of illnesses
internal,
or stages of illnesses
type)

Disease
–
an
abstract
medical
conception
of
(ex.
different
Disease – a diagnostic category, a
IDLER

also
hapdi
type;
for
antak
continuous
a
for
stinging
Sakit = illness
biological-
o Diagnosis
pathological
involves
the
culmination of a process of
abnormalities in people’s bodies
observing signs and eliciting
Illness – the human experiencing of
symptoms that are graded in
disease
terms of seriousness (often
associated with level of physical
SAKIT

In Philippine society, only one word
exists to describe such phenomena –
SAKIT
activity one can still exert)
MAY SAKIT

A
normally
strong
person
who
suddenly feels weak is said to be have
the beginnings of an illness. This

weakness is close to the English term
shocked to find her child dead barely
lethargic
after a day she has recognized that
Persistence of lethargy, accompanied
her child was ill.
by other symptoms are monitored by

This also shows the perception of
family and friends but the term MAY
Filipinos
on
illness.
SAKIT will only be used when the
exemplified
person is unable to perform physical
social dimensions – mainly in terms of
tasks (common criterion: bed-ridden)
using
by SAKIT,
pre-defined
Illness,
as
has many
“normal”
social
activity as a reference for diagnosis
FILIPINOS
ON
ADDRESSING
of illnesses.
ILLNESSES
1. No
matter
what
ailment,
it
is
considered as mild/slight at first
notice.
Patient
is
rarely
given
CONCEPTS IN HEALTH EDUCATION
Health Education
-
treatment during this stage.
Act
of
providing information
and
learning experiences for purposes of
2. The gravity of the sickness will only
be taken into notice when patient
starts to suffer more and more.
behavior change for better health
-
Acquisition
of
knowledge
through
exchange information from teachers
3. If one complains of pain or great
and learner that facilitates better
itching, this is the first stage of
understanding of the need for change.
malaise. If symptom continues over a
“Health education is the process by which
considerable
individuals and group of people learn to”:
period
of
time
accompanied by the intensifying of
 Promote
the symptom, the patient and the
 Maintain
family see the sickness as serious.
 Restore health
4. If patient starts to stay in bed than
“Education for health begins with people as
continuing with his daily routine, this
they are, with whatever interests they may
is considered as another stage of
have in improving their living conditions”
severity.
5. Filipinos consider CRYING as the
surest indicator of severity

 A process that informs, motivates, and
helps people to adopt and maintain
healthy practices and life styles.
This framework exhibits a common
problem in the Philippines which is
most exemplified by a mother who is
HEALTH EDUCATION
Health
education
“Any

Behavior & lifestyle
experiences

Preventive health services
designed to facilitate voluntary adaptation

Health
combination
is
of
defined
learning
as:
of behavior conducive to health”.
directed
at
environment
This definition implies:
-
protection

Health related public policy
All possible channels of influence on

Economic & regulatory measures.
health are appropriately combined and
(Health
designed to support adaptation of
dominant measure in Health Promotion)
Education
is
the
primary
and
behavior.
-
The word “voluntary” is significant for
THE PROCESS OF HEALTH EDUCATION:
ethical reasons.
Health
Education
consists
of
learning
(Educators should not force people to do
experiences that promote conducive to good
what they don’t want to do)
health. It provides the tools for developing
i.e. All efforts should be done to help people
physical, emotional, spiritual, and sound
make decisions and have their own choices.
mental health.
-
The
word
“designed”
refers
to
Physical Health - learning experiences or
planned, integral, intended activities
activities that helps promote the ability of
rather than casual, incident, trivial
the body to function
experiences.
Emotional Health - activities that enable
With rising criticism that traditional H.E.
the individual to cope with stress and strain
was too narrow, focused on individual’s
of daily life
lifestyle and could become “victim blaming”,
Mental Health – measures to make correct
more work was done about wider issues e.g.
judgment
social policy, environmental safety measures
Social Health – ways to relate to others well
(EMERGENCE of HEALTH PROMOTION)
Spiritual
Health
–
activities
to
help
recognize and accept supernatural aspect of
HEALTH PROMOTION:
-
divine healing.
Is any combination of educational,
organizational,
economic
and
environmental support for behaviors
and conditions of living conducive to
health
PROCESS OF HEALTH EDUCATION
KEY ASPECTS
1. It is a planned opportunity of learning
through
information
about
health
Health Promotion is a widely used term to
guided by specific goals, objectives,
encompass various activities e.g.:
activities and evaluation criteria.
2. It occurs in a specific setting.
3. It is a program of series or events
that
introduces
concepts
at
appropriate levels.
STEPS FOR ADOPTING NEW IDEAS &
PRACTICES:

AWARENESS (Know about new ideas)
4. It is based on what was previously

INTEREST (Seeks more details)
learned in order to determine what is

EVALUATION
to be earned in the future.
various
aspects
versus
disadvantages + testing usefulness)
5. It comprehensively emphasizes how
the
(Advantages
of
health

TRIAL (Decision put into practice)

ADOPTION (person feels new idea is
interrelate and how health affects
good and adopts it)
the quality of life.
6. It includes interaction between the
qualified educator and learner.
CONTENTS OF HEALTH EDUCATION:

Nutrition
Effective health instruction hinges on two

Health habits
interrelated issues

Personal hygiene

Safety rules

Basic (K) of disease & preventive
"what to teach and how
to teach it" – Heidgerken
PROCESS OF HEALTH EDUCATION
measures
Health Educators plan and conduct health

Mental health
teachings for the following purposes:

Proper use of health services

Be aware of the values of health.

Sex education

Develop the skills in the promotion

Special
and maintenance of health.

Acquire
and
apply
for
groups
(fd
handlers, occupations, mothers, school
concepts
and
information received.

education
health etc.)

Develop and discuss opinions regarding
Principles of healthy life style e.g.
sleep, exercise
health.

Formulate
accurate
and
effective
decision making.
PRINCIPLES OF HEALTH EDUCATION:

Interest

Participation
PROCESS OF HEALTH EDUCATION:

Motivation
Dissemination of scientific knowledge (about

Comprehension
how to promote and maintain health), leads

Proceeding from the known to the
to changes in KAP related to such changes.
unknown

Reinforcement through repetition

Good human relations

People,
facts
and
e
media:
“knowledgeable, attractive, acceptable
“.
EVALUATION OF HEALTH EDUCATION
PROGRAMS:

There should be continuous evaluation.

Evaluation should not be left to the
PRINCIPLES OF HEALTH EDUCATION:


end but should be done from time to
Learning by doing: “If I hear, I
time
forget. If I see, I remember. If I do,
modifications
I know”.
results.
Motivation, i.e. awakening the desire
to know and learn:
-
the
purpose
to
of
achieve

Describe program
desires, hunger, sex.

State goals
Secondary motives, i.e. desires

Determine needed information
created by incentives such as

Establish
motives,
love,
e.g.
inborn
recognition,
competition.
COMMUNICATION
IN
HEALTH
EDUCATION:
is
primarily
a
matter
of
making
better
EVALUATION CYCLE:
Describe problem
praise,
Education
for

Primary
-
message
basis
for
proof
of
effectiveness

Determine data collecting method

Develop & test instruments

Organize database

Analyze & compare results

Modify program
communication, the
components of which are:
CHANN AUDIE
MESSAGE
THE CHANGE PROCESS
COMMUNIC
"Nothing
ATOR
Heraclitus (500BC)
is
permanent
but
Change”
–
ELS
NCE
Media
Individ
Conform
ual
with
GUIDELINES THAT MAY HELP AFFECT
Group
objectives
CHANGE TO LEARNERS
Educator
.
2 way
Public
1. Perceive
Understan
Needs+
dable
interest
Public
Acceptabl
need
for
change
–
teachers and students must be able to
of
audience
1 way
the
Content of
assess their own need for change.
2. Initiate group interactions – teachers
must
initiate
and
motivate
her
students to think critically of nursing
The Nature of the Learner
situations which will help them build a
framework
for
problem
solving
processes.
Human
Development
–
is
the
dynamic
process of change that occurs in the
3. Implement change one step at a time -
physical, psychological, social, spiritual and
change must be done gradually to
emotional constitution and make up of an
safeguard
individual which starts from conception to
undesirable
adverse
effects of change.
death.
4. Evaluate the overall results of the
Changes may entail:
change process and make further
Growth – which is quantitative involving
adjustments – this helps students
increase in the size of the parts of the body
identify strengths and weaknesses so
Development – which is qualitative involving
as to provide remedial measures and
gradual changes in character
allow gradual process of change.
Two Major Processes that takes places
MANAGING CHANGE
during growth and development:
1. Empirical - Rational Strategy – it
LEARNING – a complex process which
assumes that learners are rational
involves
beings
and
development of emotional functioning and
behave according to their personal
social development skills which develop and
beliefs, interest and motivation
evolve from birth to death.
with
mental
faculties
changes
in
mental
processing,
2. Normative or Re-educative Strategy
MATURATION – includes bodily changes
– assumes that learners always act
which are primarily a result of heredity or
consistently with their commitment to
the traits that a person inherits from his
socio-cultural norms of behaviour and
parents which are genetically determined,
are therefore willing to change for
preprogrammed inherited biological patterns
purposes
are reflected in maturation.
of
acceptance
and
recognition.
3. Power
-
Coercive
Strategy – a
Periods of Life Span Development
strategy which makes learners comply
Prenatal Development – includes the time
with instructions given by the teacher
from conception to birth, from single cell to
as an authoritative figure in order to
an
bring about change.
behavioral capabilities produced in 9 months
organism
complete
with
(270 – 280 days or 40 weeks).
brain
and
Heredity
–
is
characteristics
transmitted
the
which
thru
sum
of
are
parents
total

biologically
to
physiological
psychological
healthy and pleasant personality

Learns to communicate and develop
the genes which are made up of DNA which
understanding of
determine the hereditary characteristics
environment
which are found in the chromosomes.
and
needs are met, the child develops a
offspring.
These characteristics are determined by
If

The
quality
himself and
of
the
his
interaction
Chromosomes – are found in the nucleus of
between the child and parents affects
each cell which contains the GENES.
the child’s own attitude
Infancy – extends from birth up to 18 to 24
The relationship that the child has with the
months, characterized by time of extreme
“Significant Others” who are in constant
dependence on adults, babyhood and the
touch
beginning of many psychological activities
determine the child’s self – esteem or self –
like
concept like:
language,
sensorimotor
symbolic
coordination
thought,
and
social

and
contact
with
the
chill
will
If the child thinks he/she is loved
development.
through
Sensorimotor Development – head turns to
nurturance that is given to him/her,
direction of touch, lifts chin and head, hold
the child develops high self – esteem
head erect, reaches for objects, sits with
which makes the child enthusiastic
support, stands with help, crawls, and walks
and open to experience
with support.

the
stimulation
and
If the child feels not accepted and
Early Childhood – begins from the end of
not
infancy to about 5 – 6 years which is
confusion, fear or inferiority complex
sometimes called “Pre – School Years”.

Becomes more self – sufficient and
care for themselves

for,
he/she
develops
Middle and Late Childhood (School Age)
This is the period where:

The fundamental skills of reading,
Develop school readiness skills like
writing, and arithmetic are mastered;
identifying
and
letter
and
following
instructions.

cared
Spend many hours in play with peers

When the child is formally exposed to
the world and its culture, he/she
How the child’s Pre – school experiences
becomes more achievement centered
affects his growth and development:
with increased self – control.
Adolescence – marks the transition from
childhood to early adulthood; approximately
from 10 – 12 years and ending at 18 – 22

years old, where full physical development is
Time of adjustment to decreasing
strength and health
achieved.

Life review
Puberty – marked by the development of

Retirement
sexual characteristics

Adjustment to new social roles

Affiliations with members of one’s age

Pursuit
of
independence
and
an
identity is prominent

group
Thoughts are more logical, abstract
and idealistic
Four Theories of Human Development

More time is spent outside the family
1. Psychosexual Development Theory

More marked internal than external
Sigmund Freud – the Father of Modern
development during later adolescence
Psychology, believed that human beings pass
Spends more time with the physical
through
looks and improving appearance
dominated by the development of sensitivity
Early Adulthood – begins in late teens or
in a particular erogenous zone or pleasure
early twenties through the thirties. It is a
giving area in the body.
period of:
The person must be able to resolve the

a
series
of
stages
that
are
Establishing personal and economic
conflicts that each stage poses before he
independence
can move on to the next higher stage.

Career development
Failure to resolve the conflict results to

Selecting a mate
frustration and the individual may become so

Intimate relationships, and
addicted to the pleasure of a given stage

Starting a family
that he develops fixation and fails to move

Middle Adulthood – from 35 – 45 years old
on to the next stage of development.
up to 65 years old. It is characterized by:
2.
Erikson’s
Psychosocial
Stages
of

Menopause for women
Development

Climacteric or andropause for men
Each stage has a major development task or

Time of expanding personal and social
dilemma
involvement
individual is presented with a crisis he must
and
responsibility,
that
must
be
resolved,
the
assisting next generation in becoming
resolve.
competent
Crisis – a turning point, crucial period of
Late Adulthood – or senescence, begins from
increased
vulnerability
and
heightened
65 to 80 years old and lasting until death
potential. The individual develops a “healthy
personality” by mastering life’s outer and
freedom to run, slide, play with other
inner dangers.
children, go bike riding etc.
Epigenetic principle – personality continues

Non – resolution: children develop
to develop throughout the entire life span.
sense of inadequacy and feel that
Each part of the personality has a particular
they are mere intruders or “istorbo”
time in the life span when it must develop, if
and “pasaway”; they become passive
it is going to develop at all.
recipients
Eight Major Stages of Social – Emotional
environment brings.
Infant: Trust vs Mistrust – needs of
child’s concern is “how things work” and how
infants must be met by caretakers who are
they are made.
cuddled and fondled.


vs
the
School

Industry
whatever
Development
responsive and sensitive. Infants must be
age:
of
Inferiority –
Resolution: children gain a sense of
industry or accomplishment if their
Development of trust results into a
efforts are recognized, rewarded, and
sense of safe and dependable place
reinforced.
Non – resolution may develop mistrust
and
fear
of
the
future
and

a
Non – resolution: children acquire a
sense of inadequacy and inferiority
suspicious mind.
especially if parents/teacher, rebuff,
Toddler: Autonomy vs Shame & Doubt – as
ridicule, constantly scold, or ignore
a child begins to crawl, walk, and explores
the child’s efforts to improve.
his surrounding, the conflict is whether to
Adolescence: Identity vs Role Confusion –
assert their wills or not.
entering adolescence children experience


Resolution: children acquire sense of
“psychological
independence and competence when
answers to the questions “who am I” “what
parents are patient and encouraging.
do I value” “where am I headed in life?”;
Non – resolution: children develop
trying to many new roles; and parent/teen
excessive shame and
conflict usually occurs.
doubt when
parents are overprotective and always
curtail
their
child’s
freedom

of
–
school:
Initiative
Resolution:
initiative
establishment
of
for
an
oneself as a unique person resulting to
vs
Guilt
–
development of motor and mental abilities

search
integrated and coherent image of
movement.
Pre
Resolution:
revolution”
children
if
parents
will
allow
develop
them
a sense of centered identity.

Non – resolution: role confusion or
negative identity like “hoodlum” or
delinquent.
Young Adulthood: Intimacy vs Isolation
ways. Humans take an active role in their
Intimacy – the capacity to reach out and
own development by acting on the physical
make contact with other people; ability to
environment.
share with and care for another person
Key Concepts:
without fear of losing oneself in the process;
Mental Structures – cognitive structures –
ex.
begins with reflexes in infancy evolving into
Deep
friendships
and
lasting
relationships
schemata and more complex structures
Rejection – results to withdrawal, isolation,
called operations.
and formation of shallow relationships.
Schema – a mental concept formed through
Middle
Adulthood:
Generativity
vs
experiences with objects and events.
Stagnation
Schemata – are building blocks of cognitive
Generativity – entails selflessness; reaching
structures.
out beyond one’s own concerns to embrace
Operations – mental actions allowing children
the
future
to interact with the environment using their
generations through creative or productive
minds and bodies; invariant sequences where
work and caring for children.
child must first develop concrete operations
Stagnation – people are pre – occupied with
before formal operations.
their
Organization – humans have natural and
welfare
material
wellbeing
(self
of
society
and
possessions
–
or
centered,
physical
embittered
individual)
Old
Age:
innate
tendency
to
organize
their
relationship with the environment; people
Ego
Integrity
vs
Despair –
towards twilight years, people tend to take
organize lawfully, constructing a reality that
makes sense at that time.
stock of their lives or do a self – accounting.
May result to sense of satisfaction with
4. Lawrence Kohlberg – Moral Development
their accomplishment or despair.
Theory
3.
Piaget’s
Theory
of
Cognitive
Three Levels and Six Stages of Moral
Development
Development
Universal Constructivist Perspective – the
Pre – conventional Level
child constructs reality by interacting with
Stage
the environment and that children have
Orientation
predictable qualitative differences in how
they think about things at different ages.
All
humans
construct
their
understanding of the world in predictable

1
–
Punishment/Obedience
Ego centered, self – centered, survival
of the fittest

Obedience to figure of authority
brought
by
fear
of

physical
II
–
Instrumental
–
Concerned with satisfying oneself at

derive for a favor done



Good
boy/Nice
–
when
the
Learning Style – how the learner best
Girl
Learning Needs
Child becomes other – directed and
Methods in Assessing Learning Needs
the concern is for social approval and
1. Informal conversations or interviews –
acceptance
asking open ended questions
Behavior conforms to accepted social
2. Structured interviews – where the nurse
and traditional norms and practices
may ask the patient some predetermined
Stage IV – Law and Order Orientation

Readiness
learns
Orientation

Learning
learner is receptive to learning
Conventional Level
–
Learning Needs – what the learner
needs to learn
Or doing something for others based
III
and
THE DETERMINANTS OF LEARNING
on what gain or benefit he/she can
Stage
rights
relative
the expense of others

human
equality, and justice.
Orientation

for
upholding of the principles of dignity,
punishment
Stage
Respect
questions to gather information regarding
Decisions are based on the rule of the
learning needs; the answers may reveal
law, honor, and commitment duty
uncertainties, anxieties, fear, unexpected
Post – conventional Level
problems, and present knowledge base.
Stage V – Social Contract Orientation
3. Written pretest – can be given to


Depends on social contracts, written
identify the knowledge level of the potential
documents, abstract thing and highly
learner and to help in evaluating whether the
legalistic concerns
learning has taken place by comparing the
Believes in the saying, “the law must
pre – test and post – test scores.
be for the greater number of people”
4. Observation of health behaviors over a
Stage VI – Universal Ethical Principle
period
Orientation
determine

Behaves
according
to
concept
of
of
different
times
established
may
help
patterns
of
behaviors.
universal social justice
Steps
Needs:
in
the
Assessment
of
Learning
1. Identify the learner.
basic lower level physiologic needs must
2. Choose the right setting – establish a
first be met before one can move up to the
trusting environment by ensuring privacy and
higher, more abstract level of needs.
confidentiality
especially
if
confidential
information will be shared.
3.
Collect
data
determining
the
on
Criteria for Prioritizing Learning Needs:
the
learner – by
characteristics
learning
a. Mandatory – learning needs that must be
immediately
met
since
that
are
life
needs of the target population, patient or
threatening or needed for survival
any recipient of the learning material
Example: Patient with history of recent
4. Include the learner as a source of
heart attack should be taught signs and
information – allow the learner to actively
symptoms of an impending attack and what
participate in identifying his needs and
emergency measures are or what medicines
problems
to take.
5. Include members of the healthcare
b. Desirable – learning needs that must be
team
met to promote well being and are not life –
–
collaborate
healthcare
with
professionals
who
the
other
may
have
dependent.
insights or knowledge of the patient or
Example:
learner.
tuberculosis
6.
Determine
availability
needs
with
to
pulmonary
understand
and
of
appreciate the importance of taking her
educational resources – use appropriate,
medicines regularly until the regimen ends to
available, affordable, easy, and simple to
be totally cured.
manipulate materials and equipment
c. Possible – “nice to know” learning needs
7. Assess demands of the organization –
which are not directly related to daily
examine
activities
the
the
Patient
organizational
climate,
its
philosophy, vision, mission, and goals to know
Example: An obese patient who just lost
its educational focus.
weight because of her diabetes may not
8. Consider time management issues – allow
necessarily need information on “tummy
learners to identify their learning needs;
tucking”
identify potential opportunities to assess
procedure to remove the sagging abdominal
the patient anytime, anywhere, and minimize
muscles. Her current mandatory learning
distractions/interruptions
needs are related to her illness.
during
planned
as
a
surgical
assessment interviews.
9. Prioritize needs – this may be based on
Maslow’s Hierarchy of Needs where the
Readiness to Learn
and
anesthetic
In assessing readiness to learn, the health
free from noise and other distractions which
educator must;
may affect the physical readiness to learn.
1. Determine what needs to be taught.
Health status – is the patient in a state of
2. Find out exactly when the learner is ready
good health or ill health? Does he still have
to learn.
the energy or motivation to learn?
3. Discover what the patient wants to learn.
Gender – studies show that men are less
4. Identify what is required of the learner;
inclined to seek health consultation or

What needs to be learned
intervention than women. Women on the

What the learning objectives should
other hand, are more health conscious and
be
receptive
Find out in which domain of learning
promotion teaching.
and at what level of the lesson will be
2. E = Emotional Readiness
taught
a. Anxiety Level – a moderate level of

to
medical
care
and
health
5. Determine if the timing is right or proper.
anxiety contributes to successful learning
6. Find out if rapport or interpersonal
and is the best time for learning, however
relationship with the learner has been
too
established.
learning ability.
7. Determine if the learner is showing signs
much

anxiety
interferes
with
the
Fear greatly contributes to anxiety
of motivation.
and
exerts
negative
8. Assess if the plan for the teaching
readiness to learn whether it be in
matches the developmental level of the
the
learner.
affective domains of learning or even
cognitive,
effects
psychomotor,
on
or
lead a patient to deny his or her
illness.
b. Support System – a strong support
Four Types of Readiness to Learn
system composed of the immediate family
1. P = Physical Readiness
and
Measures of ability – adequate strength,
community, and church will give the patient
flexibility, and endurance is needed to be
increased sense of security and well – being,
ready to learn.
while a weak or absent support system
Complexity of task – the difficulty level of
elicits
the subject or the task to be mastered.
frustration, and a high level of anxiety.
Environmental
effects
–
refers
to
friends,
sense
significant
of
others,
insecurity,
the
despair,
an
Nurses who provide emotional support to the
environment that is conducive to learning,
patient and family members go through what
is termed as “reachable moments” which
a. Level of Aspiration – depends on the
allow opportunity for both nurse and client
short term or long – term goals that the
to mutually share and discuss concerns and
learner has set.
possible solutions or alternatives to care.
b. Past Coping Mechanism – refers to how
c. Motivation – strongly associated with
the learner was able to cope with or handle
emotional readiness or willingness to learn. A
previous problems or situations and how
telling cue is when the learner starts asking
effective where the strategies used.
questions and showing interest in what the
c. Cultural Background
teacher is doing or saying.
d. Locus of Control – refers to motivation
d. Risk taking behavior – are activities that
to learn which may internal or external locus
are undertaken without much thought to
of control.
what their negative consequences or effects
e. Orientation – this refers to a person’s
might be.
point – of – view which may be;
The role of the health educator is to

Parochial – close minded thinking,
develop awareness in the patient as to how
conservative in their approach to new
this can shorten his life span; how to develop
situations, less willing to learn new
strategies to minimize the risk; to recognize
materials and have great trust in the
the signs and symptoms of probable disease
physicians.
state and what to do should this worst –

Cosmopolitan
–
more
worldly
case scenario develop.
perspectives and more receptive to
e. Frame of mind – depends on what the
new or innovative ideas like current
priorities of the learner are in terms of his
trends.
needs which will determine his readiness to
4. K = Knowledge Readiness
learn. An important consideration is Maslow’s
It refers to:
Hierarchy of Needs as a guide in identifying
Present Knowledge Base – also referred to
needs prioritization.
as stock knowledge, or how much one already
f. Developmental stage – determines the
knows about the
peak
previous and vicarious learning.
time
for
readiness
to
learn
or
subject matter from
“teachable moment”.
Cognitive Ability – involves lower level of
3. E = Experiential Readiness – refers to
learning which includes memorizing, recalling,
the previous learning experiences which may
or recognizing concepts and ideas and the
positively affect willingness to learn.
extent to which information is processed
indicates the level at which the learner is
capable of learning.
7. Generalize information – cite applications
Principles of Learning (Motivation)
of
the
information
1. Use several senses – when dealing with
applications.
the questions how much people are able to
illustrate or concretize the concept.
retain what has been learned, it has been
8. Make learning a pleasant experience –
show that people retain:
give
Give
frequent
to
a
number
of
which
will
examples
encouragement,
recognize

10% of what they read
accomplishments and give positive feedback.

20% of what they hear
9. Be systematic – begin with what is

30% of what they see or watch
known;

50% of what they see and hear
pleasant and encouraging learning experience

70% of what they say
if information is presented in an organized

90% of what they say and do
manner
move
and
towards
with
the
unknown.
A
information that the
2. Active learner Involvement – to actively
learner already knows or is familiar.
involve the patients or clients in the learning
10. Be steady – present information at an
process.
methods
appropriate rate. This refers to the pace in
involving the participation of the learners
which information is presented to the
like role playing, buzz sessions, Q & A
learner. Are you talking too fast or too slow
format, case studies, small group discussion,
about the topic you are discussing?
Use
more interactive
demonstration and return demonstration.
3. Conducive learning environment – always
10 FACTS ABOUT HEALTHCARE IN THE
consider the comfort and convenience of the
PHILIPPINES
learner
Healthcare in the Philippines
4. Learning readiness
The World Health Organization (WHO)
5. Relevance of information – anything that
labels
is perceived by the learner to be important
functioning” if it provides impartial access
or useful will be easier to learn and retain.
to quality healthcare regardless of pay
6.
dimensions
Repeat
information
–
continuous
a
healthcare
while
system
protecting
time
Healthcare in the Philippines does not meet
applying
the
information to a different situation and
these set standards.
asking the learner to apply the importation
1.
The
WHO
poor
from
financial
learning;
of
them
“well-
repetition of information over a period of
enhances
consequences
as
refers
to
System
as
the
health.
Filipino
to another situation or rewording it and
Healthcare
giving practical applications will help in
There is a history of unfair and unequal
learning process.
access
to
health
“fragmented.”
services
that
significantly
affects
the
poor.
The
facilities tend to be in rural areas that
government spends little money on the
are more run down. These facilities have
program which causes high out of pocket
less medical staff and inferior supplies.
spending and further widens the gap
between rich and poor.
7. Only 30 percent of health professionals
employed by the government address the
2. Out of the 90 million people living in the
health needs of the majority. Healthcare
Philippines, many do not get access to
in the Philippines suffers because the
basic care. The country has a high
remaining
maternal and newborn mortality rate,
professionals work in the more expensive
and a high fertility rate. This creates
privately run sectors.
70
percent
of
health
problems for those who have especially
8. To compensate for the inequality, a
limited access to this basic care or for
program called Doctors to the Barrios
those living in generally poor health
and its private sectors decided to build
conditions.
nine cancer centers, eight heart centers
3. Many Filipinos face diseases such as
Tuberculosis,
Dengue,
Malaria
and
HIV/AIDS. These diseases pair with
protein-energy
micronutrient
malnutrition
deficiencies
that
and seven transplant centers in regional
medical centers.
9. The Doctors to the Barrios included
and
Public-Private Partnerships in a plan to
are
modernize
becoming increasingly common.
the
government-owned
hospitals and provide more up to date
4. The population is affected by a high
prevalence of obesity along with heart
disease.
medical supplies.
10. More than 3,500 public health facilities
were updated across the country.
5. Healthcare in the Philippines suffers
Although advances have been made to
from a shortage of human medical
improve healthcare in the Philippines, there
resources,
This
are still many issues that the country has
makes the system run slower and less
yet to overcome to achieve a high quality,
efficiently.
cost efficient healthcare system.
especially
doctors.
6. Filipino families who can afford private
health facilities usually choose these as
TEACHING STYLES
their primary option. Private facilities
Develop
provide a better quality of care than the
promotes
public
families
facilities
usually
that
go
lower
to.
The
your
own
income

Responsibility
public

Cooperation
teaching
style
that

Courage, and

Self-esteem

Does the thinking/problem solving for
students;
The Continuum

Plans lessons involving lecture, films,

Authoritarian
and bookwork.

Permissive
Democratic

Democratic
Results in an:
Equal and Different

The teacher’s role is that of a leader, while
the student plays the role of the learner.
Atmosphere of acceptance and high
expectation.

Environment of order and routine;

Authoritarian Style: The Dictator
flexible and conducive to creative,

Permissive Style: The Doormat
constructive, and responsible activity.

Democratic
Style:
The
Active
Teacher
Teacher:

Places
limits
while
encouraging
Authoritarian
independence, is polite but firm, and
Results in an:
nurturing;


Atmosphere of competition, fear, and

Is open to verbal interaction;
anxiety.

Gives praise and encouragement;

Guides rather than leads.
Environment
of
rigid
order
and
routine.
Authoritarian outcomes
Teacher:

Gives

vigorous
discipline,
expects
Are
given
few
opportunities
for
achievement, motivation, self- control,
swift obedience, discourages verbal
and discipline.
exchange, gives few praises

Spirits are broken.

Tells students what to think

Feel powerless and may rebel and

Lectures while students listen
disrupt class or comply and become a
Permissive
pleaser.
Results in an:


Atmosphere of insecurity.

Environment
of
chaos
motivation,
with
little
respect for order and routine.
Teacher:

Have little opportunity to enhance
personal
goals,
or
communication skills.
Permissive outcomes

Are less likely to become socially
Is apathetic, not very involved, and
competent; be motivated to achieve,
places few demands;
and gain self-control.

Have not been taught to cooperate or
contribute in constructive ways.
task or by being involved hands – on in
Democratic outcomes
the project.

Own and solve their problems.

Learn
self-
reliance
Can I have more than one primary learning
and
socially
competent behavior.


 Prefers to learn by doing a new action or
style?
Yes,
some
individuals
have
two
Are more likely to achieve and be
learning styles that are their preferred
motivated.
methods of learning.
Learn from their mistakes
Tips for Visual Learners
General Classroom Management Strategies

Holding
and
communicating
high
expectations for student learning and
behavior.

that illustrate material.
 Sit where you can view your instructor
during lectures.
Establishing
classroom
and
rules,
clearly
teaching
procedures
and
consequences.

 Use pictures, maps, charts, and graphs
Enforcing
 Take notes or ask your instructor to
provide handouts or outline.
 Visualize information as a picture to aid
classroom
guidelines
promptly, consistently, and equitably.
memorization.
Tips for Auditory Learners
 Be active in class discussions.
Learning Styles
 Use a tape recorder during lectures
Overview of Learning Styles
instead of taking notes.
Definition:
One's
preferred
acquiring,
using,
and
manner
thinking
of
about
knowledge. The way one approaches tasks.
 Read text aloud.
 Use mnemonics or stories & jingles to aid
memorization.
 Discuss ideas verbally.
3 TYPES OF LEARNING STYLES
 Practice positive self-talk.
Auditory
Tips for Kinesthetic/Tactile Learners
 Prefers to learn by/through hearing
materials
while learning new things (read on an
Visual
 Prefers
 Take frequent study breaks Move around
exercise bike, etc.).
to
learn
material
Kinesthetic/Tactile
by/through
seeing
 Make flashcards and/or poster.
 Use bright colors to highlight or take
notes in colors instead of highlighting.
 Have a mentor.
their
 Do an experiment or some other hands-on
information in class, you can improve
activity to learn the material.
your
way
of
capacity
communicating
for
learning
that
material by asking for visual aids to
Importance
of
Knowing
Your
Learning
supplement
Style
There
are
some
techniques
&
Possible Challenges
-
requires listening skills and tests
Using study techniques that match
based on repeating back the note one
with your preferred way of learning,
hears - the visual learner may struggle
you
or experience difficulty with auditory
can
overcome
challenging
difficult material.
Knowing
the
learning
tasks.
-
style
of
reviewing
lab
manual
and
study groups - you can make sure your
learn by hearing and may find reading
study group consists of students with
the directions more challenging than
the same learning style as you or you
hearing the directions explained.
-
A kinesthetic learner is in a seminar
of learning styles included so that you
class
can learn from each other and each
lecture, graphs, & pictures but no
other's style and strengths.
interaction
where
the
among
instructor
participants
uses
or
learning tasks that involve moving
There is a relationship between your
learning style and the instructor's
around or hands-on activity.
-
A visual learner in a lecture with no
teaching style.
visual aids to illustrate the material
By knowing how you prefer to learn
being taught.
and what the instructor's teaching
-
the
instructions. This student prefers to
 In the Classroom
-
An auditory learner in a chemistry lab
classmates also helps as you form
can create a group that has a variety
-
A visual learner in a music class which
learning style.
situations or obstacles and master
-
(charts,
handouts).
strategies which are helpful for each
-
lecture
graphs, or even written notes and
 While Studying
-
the
-
A visual learner in a foreign language
style is, you can make the most of
course with a heavy emphasis on
classroom time.
listening and speaking skills may find
Example: if you are a visual learner
these auditory types of learning and
and your instructor uses lecture as
relaying information challenging.
Right Brain Preference
THE WAY YOU PROCESS INFORMATION
 Stimulated by games and activities
AFFECTS YOUR TEACHING STYLE
 Cluttered desk/study area
Two ways you process information:
 Jumps from project to project
Analytic processing
 Studies with others
 You use small pieces of information to
 Studies in bursts of energy
build the big picture.
 Daydreaming and procrastination
Relational processing
 Likes new challenges and likes change
 You take the big picture and break it
 Prefers not to work with details
down into smaller pieces of information.
Can I be both Right and Left Brain?
Yes, some individuals use a balance of
BRAIN
DOMINANCE
ALSO
AFFECTS
characteristics or skills identified with both
YOUR LEARNING STYLE.
brain dominances when they learn and
There are two types of brain dominance
complete tasks rather than using a majority
or preference.
of either right brain or left brain traits.
Right Brain
 Center
Nurse’s Role in Patient Education
of
imagination,
creativity,
problem – solving, color, and the arts.
Left Brain
 Center of logic, analysis, language, and
sequencing of information.
WHY
IS
PATIENT
EDUCATION
IMPORTANT?
-
Patient education is a significant part of
a
nurse’s
job.
Education
empowers
patients to improve their health status.
When patients are involved in their care,
Left Brain and Right Brain Comparison
they are most likely to engage in
Left Brain Preference
interventions that may increase their
 Very organized
chances for positive outcomes.
 Has daily schedules
 Plans out their studying
THE BENEFIT OF PATIENT EDUCATION
 Likes quiet/solitude
INCLUDE:
 Prefer consistency
 Comfortable in familiar surroundings
 Like details and facts
 Prevention of medical conditions such as
obesity, diabetes or heart diseases.
 Patients who are informed about what to
 Works on one project at a time
expect during a procedure and throughout
 Prefers to study alone
the recovery process.
 Studies consistently
 Decreasing
the
possibility
of
 Why they need to maintain a self – care.
complications by teaching patients about
 How to recognize warning signs.
medications, lifestyle modifications and
 What to do if a problem occurs.
self – monitoring devices like a glucose
 Who to contact if they have questions.
meter or blood pressure monitor.
 Reduction in the number of patients
readmitted to the hospital.
Many patients want detailed information,
though some may request only a checklist.
 Retaining independence by learning self –
sufficiency.
Once
nurses
complete
the
patient
assessment, they can provide instruction by
using the following:
WHAT
IS
THE
NURSE’S
ROLE
IN
PATIENT EDUCATION?
 Common words and phrases.
 Reading materials written at a sixth –
 Effective patient education starts from
grade.
the time patients are admitted to the
 Video
hospital and continues until they are
 Audio
discharged.
 Nurses should take advantage of any
appropriate
opportunity
throughout
HOW ARE PATIENTS DIFFERENT?
a
 Not every patient has the same learning
patient’s stay to teach the patient about
ability. Patient may have developmental
self – care.
disorders or literacy limitations. Some
 The self – care instruction may include
patients may respond better to visual
teaching patients how to inject insulin,
content than to plain text. Others may
bathe an infant or change a colostomy
have hearing or vision impairment. Nurses
pouching system.
may
 Without proper education, a patient may
encounter
language
or
cultural
barriers.
go home and resume unhealthy habits or
 A hands – on approach is instrumental in
ignore the management of their medical
guaranteeing that a patient understands
condition. These actions may lead to a
medical
relapse and a return to the hospital.
perform
requirements.
a
Nurses
demonstration
and
should
have
patients repeat back the information or
TO EDUCATE PATIENTS, NURSES MAY
carry out
INSTRUCT
Nurses should also teach the patient’s
PATIENTS
ABOUT
FOLLOWING:
 Self – care steps they need to take.
THE
the
procedure
themselves.
family members, friends or caregivers at
home.
Consider
the
following
questions
when
assessing the patient
 What level of education do they have?
 Can they read and comprehend directions
for medications, diet, procedures, and
treatments?
 What is the best teaching method?
Reading, viewing or participating in a
demonstration?
 What language does the patient speak?
 Does the patient want basic information
or in – depth instruction?
 How well does the patient see and hear?
- In order to create an environment that is
conducive to patient education, nurses
should develop a supportive relationship
with their patients.
- Patients equipped with knowledge can
make lifestyle changes and remains self –
sufficient even if they have a chronic
medical condition. Education can increase
the likelihood of successful outcomes and
improve patient safety and satisfaction.