HEALTH EDUCATION
BY
JOBERT RAMOS
Week 13: The Learning Process
Learning is change behavior from exposure.
 Learning occurs from the point of view as the end
result of outcome of teaching
 Learning happens during the course of learning
than the end result of the learning.
 Learning is a function.
Behaviorism (Learner is passive) learns via external
processes. Cognitivism (Learning goes beyond external)
is an internal process. Constructivism (Learner build on
personal experience). Connectivism is self-directed
learning.
Humanist theory is an outlook that focuses on human
beings rather than the supernatural. It solves the problems
of Who, Where, What, Why, When, and How.
Stages of Learning by Dreyfus (Dreyfus Model):
 Expert see what needs to be achieved and how to
achieve it.
 Proficient use intuition in decision making.
 Competent develop after experience.
 Advance beginner apply what they learn in the
novice stage.
 Novice learn basic terms.
Elements of Learning Process:
 Setting goals.
Goals. The teacher must set goals that motivates
the student to learn.
 Selecting appropriate stimuli.
Stimuli increases the ability of students to
recognize the patient’s specific need in relation to
the overall problems of the patient.
 Perceiving/responding to stimuli
Perception making students capable to appraise
nursing situation using senses: observation
physical condition of patient; reading patient
chart and notes; and talking with patient and
doctor involving care. Response is the ability of
student to identify patient care needs and
formulate an appropriate nursing care plan.
 Determining consequences
Consequences are outcome of nursing care
rendered by the student to the patient, the
expected effects, the side effects or adverse
reaction to nursing interventions.
 Integrating learning process
Integration is when the student utilizes personal
knowledge and experience to solve current
problems.
Week 14: Theories and Principles of
Learning
Basic Principles of Learning
1. Satisfying stimulus – the behavior is
reinforced, developed and internalized.
Reward is more effective than punishment in
changing behavior according to Hoover.
2. Reinforcement – praise, reward, or
recognition are major conditions to
successful behavioral change.
3. Overlearning – increase memory and
improves learning performances.
4. Cognitive – readiness to change based on
desire.
5. Ordering of information – influences ease
of learning.
6. Stimulus response association and
discrimination – prerequisite to change
behavior.
7. Cognitive construct – perceptual imagery
and recognition.
8. Multiple discrimination and generalizing –
responses, observes, and analyzes events.
9. Previous knowledge – recall previous
knowledge learned.
10. Critical thinking skills – through observing
and imitating action.
11. Flexibility – ability to change or adapt.
12. Feedback – about topics and performances.
13. Balanced growth and development
patterns
Five Process of Learning
1. Learning is a treasure. To broaden knowledge,
skills and attitude.
2. Learning to know. More on mastery of learning
tools.
3. Learning to do. Acquisition of competence to
improve.
4. Learning to live in peace and harmony. To
practice together solve problems.
5. Learning to be. To complete fulfillment of men.
Learning According to Heidgerken (1981)
 Learning is unitary and holistic. Inward life,
psycho-spiritual reality of mind and spirit.
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Outward life, bio-physical reality of body and
senses.
Learning is individual and social.
Independent Learning Cycle:
o Question
o Plan
o Find and evaluate
o Organize key example
o Synthesize
o Reflect
o Communicate
o Evaluate
Learning is self-active and self-initiating.
Learning is purposive and goal-oriented.
Learning is selective and creative.
Learning is influential and is transferrable.
Conditions of Learning
 Verbal information. Expresses ideas,
or actions.
 Intellectual skills. Learning to
synthesize; and plan.
 Cognitive strategies. Recognition of
experiences; Resources are used.
 Motor skills. Action done.
 Attitudes, feelings and emotions.
facilitated by learning.
thoughts
Laws of Learning
1. Law of readiness – must be ready to learn
2. Law of exercise – repetition of outcome
3. Law of effect – emotional responses
4. Law of primacy – create a strong impression
5. Law of intensity – core learning occurs
6. Law of recency – recently learned are best to
remember
Learning Theories
 Stimulus response theory
 Cognitive theories in learning
 Bandura’s social learning theory
Stimulus response theory
 Classical conditioning
 Connectionism theory
 Operant conditioning
 Behaviorism theory
 Contiguity theory
analyze;
learning
Evoked
Major Types of Learning
1. Ideational learning – pursued in cognitive
domain
a. cognition – knowledge thru perception
b. perception – begins with sensation
c. concept – an idea or mental image
d. principles – generalization that implies
action
2. Skills or psychological learning – implies
learned responses to situations
3. Emotional learning – refers to mental state
characterized by feelings and emotions.
a. emotion and will – accept and cope with
rejection
b. attitudes – disposition, readiness,
inclination
c. values in emotional learning – values
learned thru observation
d. appreciations – develops as a result of
emotional experiences
Different Learning Styles
1. Diverging – look from different perspectives
2. Assimilating – concise and logical in their
approach
3. Converging – use learning to find solutions
4. Accommodations – hands on
Cognitive theories
 Insight theory – Kohler
 Field theory – Kurt Lewin
 Discovery theory – Jerome Brunner
 Schema theory – Rumelhart
 Assimilation theory – David P. Ausubel
Social learning theory states that people learn from one
another via observations, imitation and modeling.
Bandura’s proposal on condition necessary for effective
modelling: attention – focus or concentration; retention
– amount of information remembered; reproduction –
replication of image; and motivation – determination.
 Functionalism
 Interactionism
 Significant symbolism
Week 16: Communication in Teaching and
Learning
Elements of Communication
 Source – who sends the message
 Message – the information
 Channel/Transmitter – how you send message
 Receiver – accepts message
Noise – interferes the communication. Feedback – is use
to ensure the message’s meaning is close.
Effective Communication
 Listening to others
 Maintaining eye contact with speakers
 Seeking opinion from others
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Accepting ideas from others
Factors Influencing Effective Communication
 Communication skills
 Knowledge
 Attitude
 Social status
Types of Communication
1. Verbal communication – through speaking or
sign language.
2. Nonverbal communication – body language,
gesture, facial expressions
3. Visual communication – photographs, art,
drawing, sketch, chart, and graphs
4. Written communication – writing, typing, and
printing
Ten Effective Communication Skills for Nurses
1. Trust
2. Personal Connection
3. Cultural Awareness
4. Compassion
5. Patient Education
6. Presentation Skills
7. Nonverbal Communication
8. Written Communication
9. Active Listening
10. Verbal Communication
Week 17:
Program
Evaluating
the
Teaching
Evaluation According to Gregorio.
 Process of judging the value of something
through careful appraisal
 Assists in establishing specific goals and
objectives
 Process of helping the individual or group to be
self-directing
 Serves as the criteria for judging desirable
changes.
Evaluation in Nursing According O’Connor
 Requires assessment of the cognitive outcomes
and knowledge and understanding a delineation
of what is and what shall be.
 Requires evaluation of student’s personal traits,
since nursing is personal services, one in which
interpersonal are important.
 Uses skills for appraisal purposes to determine
one’s strengths and weaknesses, how a nurse
performs efficiently and effectively to meet
desired goals and objectives of care
Evaluation According Levine and Feldman

Measurement of appraisal of an activity in terms
of a particular standard.
Continuous process of gathering data, and
recording,
assembling
and
interpreting
information for the purposes of creating change
that will promote better performance or
accomplish desired objectives.
Evaluation Based on Principles According to De
Young
 1st Principle – anything that exists at all exists in
some amount and therefore can be measured.
 2nd Principle – the worth or value of a teaching
method, a learning method and materials of
instruction is not known until their effect is
measured.
Function of Educational Evaluation
 Improve the educational program
 Achieve educational goals
 Motivate and guide learning process
 Motivate the teacher to evaluate critically her
teaching practices
 Motivate the faculty to work together for the
improvement of the curriculum
Purposes of Evaluation
 Determine level of knowledge
 Assess level of the student’s clinical performance
 Become aware of the specific difficulties of
individual students
 Diagnose every student’s strengths and
weaknesses
 Encourage student’s learning
 Help student acquire the attitude and skills in selfevaluation
 Help students become increasingly self-directing
in their pursuit of knowledge
 Provide more examinations and opportunities
 Estimate the effectiveness of teaching and
learning techniques
 Gather information needed for administrative
purposes
Steps in Evaluation
 State objectives
 Define change of behavior expected
 List and briefly describe situations that give
opportunity for the expression of the behavior
desired
 Develop appropriate and systemic means of
eliciting kinds of behavior
 Decide ways of recording and summarizing
 Check validity, reliability, and difficulty of the
measures used
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Establish condition that permits the student to
give their best performance
Assign scores on the basis of the foregoing steps
Develop methods of interpretation
Criteria for Selection of Evaluative Devices
 Sampling of the objectives
 Sampling of the content
 Validity
 Reliability
 Practicality
 Usefulness
Widely Used Evaluative Devices
 Essay examinations
 Objective examinations
 Objective problem-solving situations
 Standardized tests
 Rating scales
Evaluating the Teacher
 Tape and video recording
 Observation by a colleague
 Student opinion
 Teacher self-evaluation