Health Education Course

• This course covers concepts, principles, and theories in teaching and learning.
• The course also focuses on the appropriate strategies for health education in various healthcare settings.
• Learners will develop basic skills in designing and implementing teaching plans using the nursing process as a framework.
• The class schedule includes 3 units (54 hours) for both BSN 1A (Wed 10:00 AM - 1:00 PM) and BSN 1B (2:00 PM - 5:00 PM)

Course Overview

• Health education provides learning experiences on health topics, ideas, principles and theories, including the benefits and threats to health.
• Health education enhances understanding of health promotion and disease prevention
• Health education modules compile information from books, references, and internet websites.

Learning Objectives

Upon completion of this subject, students will be able to:

• Apply principles from physical, social, natural, health sciences, and humanities to health education in any setting
• Distinguish different theories and strategies used in health education
• Formulate a health education plan to meet specific learning needs
• Deliver health education, using selected planning models, to individuals, families, population groups, or communities
• Ensure a working relationship with clients and/or support systems through trust, respect, and shared decision making
• Understand how to evaluate the efficacy of health education plans to address client needs
• Appreciate ethico-moral and legal considerations when providing health education activities

Health Education Defined

• Health education provides information and learning experiences to promote behavior change and improve client health.
• It involves knowledge acquisition and facilitates a better understanding of what needs to change.
• It encompasses the total experiences that favorably influence habits, attitudes, and knowledge related to health.
• According to the Joint Committee for Health Education (2005), health education is a process with intellectual, psychological, and social dimensions
• This increases people's ability to make informed decisions affecting their personal, family, and community well-being
• Furthermore, health education serves as the guiding principle by which individuals and communities adopt behaviors conducive to promoting, maintaining, or restoring health
• Comprising of consciously constructing opportunities for learning involving some form of communication to improve health literacy, and developing life skills conducive to health

Role of a Health Educator

• A health educator is professionally trained to use educational strategies and methods.
• They develop policies, procedures, interventions, and systems promoting the health of individuals, groups, and communities.

Areas of Responsibility for Health Educators

• R1: Assess individual and community needs for health education
• R2: Plan health education strategies, interventions, and programs
• R3: Implement health education strategies, interventions, and programs
• R4: Conduct evaluation and research related to health education.
• R5: Administer health education strategies, interventions, and programs
• R6: Serve as a health education resource person
• R7: Communicate and advocate for health and health education

Health Education Code of Ethics

• The Health Education profession is dedicated to excellence in promoting health at individual, family, organizational, and community level
• The Code of Ethics provides a framework of shared values within which health education is practiced.
• Each Health Educator should aspire to the highest standards of conduct and encourage ethical behavior at work.

Key Articles of Responsibility

• A Health Educator's ultimate responsibility is to educate people for the purpose of promoting, maintaining, and improving health
• Give priority that promote wellness and quality of living with the principles of self-determination and freedom of choice
• Health Educators are responsible for their professional behavior, for the reputation of their profession, and for promoting ethical conduct among their colleagues
• Health Educators recognize the boundaries of their professional competence and are accountable for their professional activities and actions
• Health educators promote integrity in the delivery of health education, respecting rights, dignity, and confidentiality.
• Health educators contribute to the health of the population and the profession through research and evaluation according to laws, regulations and standards.
• Those involved in the training of Health Educators have an obligation to accord learners respect and treatment

Teaching as a Process

• Course delivery varies by organization, with some having group intakes/courses and others using continuous intake with learners' working individually
• Common factors all instructors use is the curriculum which provides philosophies, guidelines and learning objectives

Guide Questions for Health Educators

• Who am I instructing: Assess current knowledge, life experiences, goals, and learning styles.
• What am I teaching: Understand the topics in which learners require more time on
• How am I teaching: Connect course content to frameworks relevant to learners and "wrap" it with appropriate illustrations, delivery methods.
• Where it is used: Contextualize the subject to ground theory and content.
• Why am I teaching it: Relate the subject to the world learners need to understand and to the subject's concepts.
• Is my teaching effective: Reflect on teaching and student needs, curriculum, and feedback.

The Process of Health Education

• Health education consists of learning experiences which promotes behavior for good health
• The goal is to promote physical, emotional, spiritual and mental health
• Physical Health: Experiences that promote the body's ability to function
• Emotional Health: Ability to cope with stress.
• Mental Health: Ability to make sound decisions.
• Social Health: Ability to relate well with others.
• Spiritual Health: Recognition of divine healing.

Aspects of the Health Education Process

• There is a planned learning opportunity guided by specific goals, objectives, activities, and evaluation criteria
• It introduces concepts at appropriate learning levels
• It is based on prior learning
• It emphasizes how the various aspects of health interrelate.
• Interaction between a qualified educator and learner includes qualified educators
• It should be aware of the values of health and develop the skills to maintain health
• It can then acquire and apply more health facts
• Discuss opinions regarding health
• Formulate effective decisions

Purposes of Health Education

• Propagating health promotion and disease prevention
• Modifying or continuing health behaviors
• Providing health information and services
• Emphasizing good health habits
• Communicating vital information
• Performing advocacy

Types of Health Education

• Biological: Focuses on human biology and hygiene.
• Health resources: Directs individuals to utilize health care resources in a sensible manner.
• Society and environment: Addresses choices as well as their consequences.

Dimensions of the Health Education Process

• Substantive or curricular dimension
• Procedural or Methodological Dimension
• Environmental or social dimension
• Human Relation Dimension

Aspects of Health Education

• Behavioral Sciences: Incorporates psychology, sociology, cultural anthropology
• Public Health: Health promotion functions in public health agencies to promote health education

Education Defined

• Education studies the practices of teaching and learning
• Education concepts relating learning theory, testing, measurement, pedagogy are all rooted in the education literature

Importance of Health Education

• Enhances knowledge awareness.
• Promotes health, safety, and security
• Develops and improves community resources
• Increases productivity and strength of character
• Allows Disease prevention can occur
• Minimizes costs
• Results in self-reliant behavior

Education Process

• Assessment: A process providing information about learners including their skills, knowledge, abilities, and demographic
• Planning: A written presentation organizing what the learner needs to know
• Implementation: This is where all aspects of teaching meets which includes procedures, techniques and strategies that the teacher will use to best apply the plan.
• Evaluation: Measures performance by analysis of input, process, and output.
• Documentation: Written record of assessment and patient's response

Principles and Theories in Teaching and Learning

• Learning is defined as a relatively permanent change in mental processing, emotional functioning, skills, and/or behavior
• This results as individuals adapt to demands by acquiring new knowledge and skills.

Learning Process

• Learning occurs from the point-of-view of how well someone is taught.
• Learning is a process that is concerned with what happens during the course.
• Stages of teaching and learning to provide resources for training students

Stages of Learning (Benner)

• Novice: Awareness of subject area via ideas, concepts.
• Advanced Beginner: Acceptable performance level coping with real experiences.
• Competent: Requires working knowledge and exposure to a number of areas.
• Proficient: Derived from experience in differing situations.
• Expert: Internalized perception & action.

Learning Theory

• A is useful as guidelines or principles directing an individual to understand the significance of an event or situation
• Explains how people learn
• Contributes to our understanding on gaining knowledge and change the ways of feeling, thinking and behaving

Principles of Learning

• Satisfying Stimulus: Repeating any satisfactory stimulus when one is self satisfying
• Reinforcement: Strengthened through multiple and consistent reinforcement
• Overlearning: Increases memory and improves learning performance.
• Associations: A critical prerequisite to behavior change is verbal and non verbal connections
• Cognitive Readiness: A student who has the desire makes comprehension easy.

Ordering of Information

• The order influences with the systematic presentation of subject matter
• Stimulus Response Association requires prerequisites to change behaviors
• Multiple response analyzes events that are useful and eliminates those that are not.
• Previous knowledge makes learning and selection responses

Balance growth

• Enhances the need to match learning activities with the learners.
• Flexibility to adapt to changes
• Feedback to help improve if given in a timely manner

Major Types of Learning: Ideational Learning

• Pursued via the cognitive domain, indicates cognition, that refers to the processes through which knowledge and information are obtained
• The products of ideational learning are concepts, meanings, facts, generalizations and principles.
• A teacher has the learner realize the problem with their mind, and acquire the skills to solving those problems

Key Aspects of Process of Health Education

• There is a planned learning opportunity guided by specific goals, objectives, activities, and evaluation criteria
• Occurs in a specific setting, relating previously learned concepts to determine what is to be learned in the future
• Emphasizes how the various aspects of health interrelate

Skill or Psychomotor Learning

• A skill from the cognitive and psychomotor domain
• Refers to refined pattern of movement based on demands
• Not just mere reaction

Emotional Learning

• Refers to a mental state characterized by certain feelings and emotions
• End-products of emotional learning determine the character of student's motive power
• Consists of self control, inclination to act towards a specific goal, values, observations, simulations and information

Aspects of Skill Development

• It is a process requiring in depth knowledge and appreciation of what is learned.
• Skills development is acquired through form and execution
• Execution eliminates movements, timing, force and coordination

Categories of Learning

• Verbal, Intellectual, Cognitive, Motor and Attitude
• Teachers support to organize tasks requiring intellectual skills, by complexity

Nine instructional events

• Gaining attention, informing learners of the objective, stimulating recall, presenting the stimulus, providing learning guidance, eliciting performance, feedbacking performance, assessing, and enhancing

Learning Styles

• There are four types, Divergers, Assimilators, Convergers and Accommodator each performing in different situations to learn
• There must to be a law of readiness so that people can learn

Principles of Good Teaching Practice

• Facilitates Student and teacher interaction
• Encourages cooperation
• Initiates active learning, give provide feedback, emphasize the use of time in each task to encourage and to show high respect

There are guidelines with the methods

• Methods are suited to be objective
• They should adapt to the capability of students and comply with administrative guidelines on how to handle tools

Concepts of Teaching and Learning

• Teachers use interactive processes to clarify behavior, and create positive judgement
• Recognize being of physically well as part of their responsibility
• Students also teach others this attitude

Health Education Process

• A systemic, sequential, logical way of helping learners

Steps in the Nursing Process

• Assessment to meet problems and plan
• Planning is for the nurse to meet goals
• Implementation and evaluation is an efficient step to assess progress/ data
• Documentation and care

Difference Between Education and Nursing Process

• Nursing focus includes the patient and physical needs, education focus on students needs for planning and readiness
• Assess those who need to learn, there must be the readiness to learn and adapt to learning.

Methods to Assess Learning Needs

• An informal talk, interview, questioning
• Focus groups to have readiness to change their styles

Learners Readiness

• Physical Readiness is needed
• Emotional Readiness may impact motivation
• Learners may have low aspiration

Knowledge Readiness and Learning Styles.

• They want to be independent, with ability and different approaches. The teacher must be considerate of everyones learning
• Computerized learners must know internet access is an easy way to access knowledge.

Teaching Health Plan

• Is a blueprint on how to develop goals
• Teachers can meet this consideration by age, and what the group is or may need.

Design a health plan for groups

• The key strategies needed is a time frame and knowing the knowledge
• Understand that the learner needs facts, and should develop skills on understanding one and another.

The method must adapt to

• Teachers that care and show that they can also be one to emulate

Clinical teaching is a model for

• Experience that the faculty must provide

Types include:

• Clinical associate, partner teacher, where you can have help on the student ratio. The teacher should provide this information as well
• One-on- one basis preceptor. But students may express their personal opinions

Good teaching involves being aware of the students

• Involves working well with what students want and need in this experience