Education Process: Teaching and Learning

Education Process

• It involves teaching and learning
• A systematic, sequential, logical, scientifically based course of action
• It Consists of assessment, planning, implementation, and evaluation
• Two interdependent players are generally involved: the teacher and the learner

Teaching

• It is a deliberate intervention that involves planning
• A deliberate, intentional act of communicating information to the learner in response to identified learning needs
• It aims to produce learning and achieve desired behavioral outcomes

Instruction

• It involves communicating information about a specific area of a topic related to teaching

Learning

• Often used interchangeably with teaching, involves communicating information about a specific skill in the cognitive, affective, or psychomotor domain with the objective of producing learning
• It involves a change in behavior (knowledge, attitudes, and/or skills) that can be observed or measured
• Acquired consciously or unconsciously such that behavior is altered
• The success of the nurse educator is measured by the amount the person learns

Patient Education

• It is a process of assisting people to learn health-related behaviors
• The goal is to incorporate these behaviors into everyday life to achieve optimal health and independence

Staff Education

• By contrast, it influences the behavior of nurses
• Helps nurses by producing changes in their knowledge, attitudes, and skills
• It helps nurses maintain and improve their competencies for the delivery of high-quality care to the consumer
• Both patient and staff education forge a relationship between the learner and the educator to meet information needs

Precede-Proceede Model

• Proposed in 1974 by Lawrence W. Green and Marshall Kreuter
• Assists health program planners, policymakers, and other evaluators
• Efficient design of health programs

Precede Framework

• Includes social, epidemiological, behavioral, and environmental assessments

Procede Framework

• Covers administrative policy assessment, implementation, process evaluation, impact evaluation, and outcome evaluation

Precede

• Just like a medical diagnosis precedes a treatment plan, an educational diagnosis of the problem is essential
• Focuses on assessment and planning
• Provides the structure for planning a targeted and focused public health program
• Acronym: Predisposing, Reinforcing, Enabling Constructs in Educational Diagnosis and Evaluation

Procede

• It focuses on implementation and evaluation
• Provides the structure for implementing and evaluating public health programs
• Acronym: Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development

Educational Process Parallels Health Care Process or Nursing Process

• Appraise physical and psychosocial needs = Assessment = Ascertain learning needs, readiness to learn, & learning styles
• Develop care plan based on mutual goal setting to meet individual needs = Planning = Develop teaching plan based on mutually predetermined behavioral outcomes to meet individual needs
• Carry out nursing care interventions using standard procedures = Implementation = Perform the act of teaching using specific teaching methods and instructional materials
• Determine physical and psychosocial outcomes = Evaluation = Determine behavior changes (outcomes) in knowledge, attitudes, and skills

Chief Complaint

• Subjective
• A nurse can initiate and perform nursing actions without requiring a physician's order or input from other healthcare professionals

Nursing Care Plan (NCP)

• A structured, written document for nursing care
• Covers assessment, diagnosis, interventions, and evaluation, to achieve specific healthcare goals

Health Belief Model (HBM)

• Developed in the 1950s
• Examines the social psychology perspective on why people did not participate in health screening programs
• Becker et al. (1974) modified it to address compliance with therapeutic regimens
• Explains and predicts health behaviors based on patients’ beliefs about health problem and health behavior

HBM Components

• Individual Perceptions - perceived susceptibility or severity of a specific disease
• Modifying Factors – demographics, sociopsychological, and structural variables, influence the perceived threat of the specific disease
• Likelihood of Action – perceived benefits of preventive action minus perceived barriers to preventive action

Health Promotion Model

• Emphasizes actualizing health potential and increasing the level of well-being
• Focuses on health promotion rather than disease prevention with approach behaviors rather than avoidance

Health Promotion Model Components

• Individual characteristics and experiences that affect related behavior and personal factors
• Behavior is guided by specific cognitions and affect by perceived benefits, barriers to action, self-efficacy, activity-related affect, interpersonal influences, and situational influences
• Behavioral outcomes are based on health-promoting behavior partially mediated by commitment to a plan of action

Self-Efficacy Theory

• Based on a person’s expectations relative to a specific course of action
• It is a predictive theory that one is competent and capable of accomplishing a specific behavior

Self-Efficacy adaptation

• Consists of mode of induction, source of efficacy, cognitive processes, competency perceptions, and the expected outcomes
• Four principal sources of information from mastering similar behaviors, observing successful behaviors through modeling, verbal persuasion, and emotional arousal

Barriers to Teaching

• Factors that impede the nurse’s ability to deliver educational services

Obstacles to Learning

• Negatively affects the ability of the learner to pay attention to and process information
• Are limited due to rapid discharge, stress, anxiety, sensory deficit, and low literacy
• Lack of privacy or social isolation in healthcare settings
• Situational and personal variations in readiness to learn, motivation, compliance, and varied learning styles
• Extent of behavioral charges required, and lack of support from providers
• Psychological factors of denial, resentment of authority, and locus of control
• Inconvenience, complexity and inaccessibility

Major Barriers to Teaching and Obstacles to Learning

• The following factors affect the ability to teach
• Time is limited due to shortened hospital stays and nurse/patient contact is less often
• Lack of 3rd party reimbursement to support education efforts
• Lack of commitment to patients education

Battering

• Unlawful application of force
• Considered a form of battery, a criminal offense
• Assault which is the act of creating reasonable fear or apprehension of such contact

Seven Principles for Good Practice in Undergraduate Education

• Encourage contact between students and faculty
• Develop reciprocity and cooperation among students
• Encourage active learning
• Give prompt feedback
• Emphasize time on task
• Communicate high expectations
• Respect diverse talents and ways of learning