Health education

• Learning involves permanent changes in mental processing, emotional skills, or behavior due exposure to different experiences.
• It is a lifelong, dynamic process where individuals gain new knowledge, skills, and modify their thoughts, feelings, attitudes, or actions.
• Learning enables adaptation to changing circumstances, crucial for patients, families, students, and healthcare staff.
• Learning theory provides a framework of integrated constructs and principles to explain or predict how people learn.
• Learning theories are categorized into psychological and motor learning theories.
• Psychological learning theories are useful for acquiring information related to human thought, emotions, and social interaction.
• Motor learning theories are crucial in nursing to assist patients and students in learning or relearning skills.
• Motor learning theories are influenced by behavioral theory, cybernetics, and information processing.
• Nurses use learning theories at individual, group, and community levels to comprehend and teach new material, solve problems, change habits, build relationships, manage emotions, and develop effective behavior.

Psychological Learning Theories

• This views learning as the outcome of stimulus conditions (S) and subsequent responses (R).
• Behavioral Learning closely monitors situation responses and adapts the environment for intended changes.
• The behaviorist approach is used with other learning theories, like cognitive theory.
• Behaviorist Learning is useful in healthcare when patients are not able to engage in thought/reflection.
• It helps to address skill learning, breaking bad habits, and correcting faulty learning.

Basics of Behaviorist Learning Theory

Respondent Conditioning

• Emphasizes the importance of stimulus conditions and the associations formed in the learning process.
• A neutral stimulus (NS) paired with an unconditioned stimulus (UCS) elicits an unconditioned response.
• A healthcare facility's environment/culture affects patients, staff, and visitors.
• Stimulus generalization is the tendency of initial learning to be easily applied to similar stimuli.
• Discrimination learning lets individuals differentiate among similar stimuli.
• Systematic desensitization is used to minimize fear and anxiety.

Operant Conditioning

• Operant conditioning focuses on the behavioral response and reinforcement following it, developed by B.F. Skinner. (1974, 1989).
• A reinforcer is a stimulus applied after a response, strengthening the likelihood of its recurrence.
• Reinforcers provide quick and effective ways to change behavior.
• Two methods to increase the probability of response are positive and negative reinforcement

Positive reinforcement

• Enhances the likelihood that a response will be repeated in similar circumstances, such as a reward.

Negative reinforcement

• Involves removing an unpleasant stimulus through escape conditioning or avoidance conditioning.
• Escape conditioning makes the unpleasant stimuli cease.
• Avoidance conditioning anticipates an unpleasant stimulus; it has been used to explain people avoiding things by becoming ill.
• Behaviors can be decreased through nonreinforcement or punishment according to operant conditioning principles.
• Nonreinforcement happens when a conditioned response is not followed by any reinforcement.
• Punishment applies the consequence of an aversive stimulus that the organism cannot escape or avoid following a response.

Criticisms of behaviorist theory

• There are cautions to consider when using behaviorist theory.

Cognitive Learning Theory

• Cognitive Learning Theory is composed of subtheories and widely used in education and counseling.
• Changes cognition through perception, thought, memory, processing, and structuring information.
• It involves perceiving and interpreting information based on existing knowledge, then reorganizing it.
• Here, reward is not necessary for learning.
• Perspectives include Gestalt, information processing, cognitive development, social constructivism, and social cognition.

Gestalt

• Gestalt emphasizes perception in learning which lays groundwork for cognitive perspectives
• Refers to patterned cognitive organization, reflecting "the whole is greater than the sum of its parts."
• Gestalt principles: focus on certain information, psychological organization towards simplicity, equilibrium, regularity, or selective perception.
• Perception is influenced by structure and directed toward organization and closure for each learner.

Information Processing

• Emphasizes thinking processes, memory, information encounters, and storage.
• This assesses how learners perceive, interpret, and remember information.
• It may improve learning situation structure, and correct misconceptions, distortions, and errors.
• Teachers must analyze activity requirements, design instructional events, and select media to achieve outcomes.

Stages of Information Processing:

• Paying attention to stimuli.
• Processing stimuli through the senses.
• Transforming and incorporating information briefly into short-term memory.
• Action or response based on processed information.

Cognitive processes that activate effective learning include:

• Gaining learner's attention (reception).
• Informing learner of objectives and expectations (expectancy).
• Stimulating recall of prior learning (retrieval).
• Presenting information (selective perception).
• Providing guidance to facilitate understanding (semantic coding).
• Having the learner demonstrate learning (responding).
• Assessing learner's performance (retrieval).
• Enhancing retention and transfer through application and varied practice (generalization).
• Strategies to assess problems in acquiring, remembering, and recalling information include indicating learning beliefs, describing thinking, evaluating mistakes, or giving attention to learner's inability to remember.

Cognitive Development

• This focuses on qualitative changes in perceiving, thinking, and reasoning during growth.
• Cognitions are influenced based on how external events are conceptualized, organized, and represented within each person's mental framework or schema.
• Schema is partially dependent on individual's developmental stage in perception, reasoning, readiness to learn.
• Jean Piaget identified four stages: sensorimotor, preoperational, concrete operations, and formal operations.
• Children incorporate information through interaction.
• Lev Vygotsky emphasized language, social interaction, and guidance in learning.
• He advocated for designed instruction to advance a child's thinking and learning.
• Cognitive developmental theorists suggest adults may not reach formal operations, developmental psychologists propose adults can use advanced reasoning, older adults may reason with wisdom and life experiences/ have reduced thinking due to education or disease.

Social Learning Theory

• Social Learning Theory focuses around how people observe and learn from others
• Albert Bandura states individuals do not need direct experience to learn.
• Social Learning Theory has been popular in healthcare and nursing.
• Mentors can demonstrate desirable attitudes, skills, and behaviors.
• Has been applied to nursing education, mental health, and support groups
• Role Modeling is taking note of behaviors and their outcomes
• Vicarious reinforcement happens when learners are rewarded for their role models actions
• In 1977 Bandura stated social learning is largely internal process

The internal process is outlined as

• Attentional phase: necessary for learning.
• Retention phase: storing and retrieving information.
• Reproduction phase is copying observed behavior.
• Motivational phase: Learner motivation depends on reinforcement or punishment for a role model's behavior, the learning situation, and subsequent appropriateness.

Social Constructivism

• Social Constructivism draws from Gestalt psychology and developmental psychology
• It builds on the work of Jean Piaget and Lev Vygotsky
• Individuals construct their own versions of reality, meaning human development is influenced by the social and cultural context.

Principles Social Constructivist's Approach

• Ethnicity, class, gender, family life, self-concept, life history, and the learning situation itself all influence an individual's perceptions, thoughts, emotions, interpretations, and responses to experiences.
• Effective learning occurs through social interaction, collaboration, and negotiation.
• Social Cognition highlights the influence of social factors on perception, thought, and motivation.
• Attributional theory focuses on the link between the cause-and-effect relationship and how individuals account for the world.
• Cognitive-emotional perspective seeks to incorporate considerations about emotion within a cognitive framework.
• There are different cognitive orientations to emotions.
• Empathy and moral emotions influence children’s moral development and people's prosocial behavior.
• Memory storage and retrieval, and influence moral decision making, involves cognitive and emotional brain processing.
• Emotional intelligence (El) stresses managing emotions, motivating oneself, reading others, and interpersonal relationships.
• Self-regulation involves learners monitoring their own cognitive emotions, processes, and surroundings to achieve goals.

Psychodynamic Learning Theory

• It stresses emotions more than cognition or responses.
• It emphasizes conscious and unconscious forces in guiding behavior, conflicts, and childhood experiences.
• This helpful to healthcare and those in social services.
• Difficulties in learning are limited when individuals become fixated or stuck at an early stage of development.

The Basics of Psychodynamic Learning Theory

• Sigmund Freud's theory.
• Id seeks pleasure and avoids pain (pleasure principle).
• The primitive source of motivation is based on libidinal energy.
• Eros desires pleasure and sex (life force).
• Thanatos represents aggressive/destructive impulses (death wish).

Defense Mechanisms

• The superego counters the id and has internalized societal standards or conscience.
• The ego mediates id and superego based on the reality principle.
• Defense mechanisms exist to protect the self.
• Ego defenses are denial (refusing to acknowledge threat), rationalization (excusing threat), displacement (redirecting anger), repression (keeping emotions out of awareness), regression (returning to primitive state), intellectualization (detached response), projection (seeing traits in others), reaction formation (expressing opposite behavior), sublimation (converting socially unacceptable impulses into socially acceptable actions), and compensation (covering up for weaknesses).
• Resistance indicates emotional difficulties, must be dealt with to move forward.
• Transferrence happens when childhoods cause individuals to project their feelings on authority figures
• There are uses/disadvantages of Psychodynamic Approach.

Humanistic Learning Theory

• Is compatible with nursing’s focus on caring and patient centeredness.
• It is challenged by science.
• It is a motivational theory directed toward learning and socio-emotional growth as a human being.
• Motivation comes from needs, feelings about the self, and growth desires.
• The transfer of learning is facilitated by curiosity, a positive self-concept, and open situations promoting individuality and freedom.
• Abraham Maslow identified the hierarchy of needs.

Hierarchy of Needs:

• Basic needs have to be met before individuals are concerned about learning.
• Hierarchy: from lowest to highest level of needs.
• Physiological needs: food, water, warmth, sleep.
• Safety needs: security, protection, freedom from fear.
• Belonging and love needs: intimacy, friendships, giving and receiving affection or love.
• Self-esteem needs: desire to be important, self-esteem, respect, power.
• Self-actualization needs: drive for creativity, originality, maximize one's potential.
• Carl Rogers argues that the role of an educator is to facilitate learning for students who have their own unconditional self-regard
• Facilitators listen and help educators serve as resource persons whose goal is to encourage wise choices through a learner-directed approach.

EDUCATION IN HEALTHCARE

• Of great interest to nurses.
• Teaching students, patients, families, and colleagues requires understanding that it results in current trends to have liable, safe and quality healthcare.
• To remain independence modern healthcare means
• Patient education means that will continue to be of significance
• Nurses as educators: must understand influences that shape their responsibilities

HISTORICAL FOUNDATIONS FOR PATIENT EDUCATION IN HEALTHCARE

• Patient Education is one of the common intervention, been part of healthcare since advice about treating illnesses
• Mid 1800s through the turn of the 20th century FORMATIVE PERIOD (Barlett, 1986)
• factors: emergence of nursing, technology, relationships with patients caregiver, tuberculosis and disease spread, welfare of mother and child wellness.
• Florence Nightingale resolutely advocated educational responsibilities
• She did to health teaching in town and villages
• The 1st 4 Decades of the 20th Century (Dreeben, 2010) The Division of Child Hygiene (NYS) supported for mother/child well being
• A phase where new discoveries were found, vaccines, machines, medications ->sanitation, immunization
• The National League on Nursing Education (NLE) recognized nurses as essential to healthcare
• Phase has scientific accomplishments & a change in the system of healthcare
• Part of clinical encounters from 1940s to 1950s
• References in the literature 1950s
• Technical bulletin - issued from 1953 to veterans
• From 1960s-1970s educated public > individuals
• A project funded to for heart issues, cancer, and dialysis 1960s
• American Hosptal Associaiton says educating patients is the hospitals repsonbilities.
• The "patients bill of rights"
• People should get informed about healthcare decisions, and the care patients got was good!
• Hospitals 1976 gave help education people to better their wellness.
• Healthcare in the 1980s-1990's - the public health should focus on preventative measures
• Health Commission created new brand competencies in the 1995
• Nursing evolution to teaching has been teaching to promote to public since the 1800s
• Nightingale created modern nursing
• She stated air, food, etc, was responsible for the care of patients
• Nursing league recognized agents were responsible for preventing disease in 1918
• This league taught content in schools
• the same league began the nurse educating certification

Roles for Nurses

• Teach and help maintain wellness in patients; teach collegaues and family.
• Also serve with the doctor.

Issues and trends:

• Trends change constantly, nobody knows the future however
• Educating used to traditional, however the new focus is on outcomes.
• External forces can impact nursing issues and the care taken; education factors can be global, and in change.

Internal forces

• Who regulates standards for Nursing
• Nursing care changes, not enough nurses, 21st century standards

Trends in society influence nursing:

• Groups from the 1960's, technology, medical and family changes

Future professional preparation:

• Analysis, partnership, emphasis of values.
• Quality research and school focus
• More tech, activism, judgment of wellness

Current credibility for educators:

• Skills and reimbursement
• credentialing with students in mind

Settings in practice

• The future will be helping kids whom lack health, provide better programs, and give work promotuon.
• The main goal of nurses is a healthier public, advocate always.

Opprotunities for educating;

• Second constitution setting
• Education focused on different settings
• Health starts from making sure educate

Learning Styles:

• Everyone knows the world in different ways; educatiors have to get people to feel the right way.
• This environment should always be happy as it allows all diversity in those areas and understanding learning happens
• Some people absrob more depending on the cogntivfe level
• Look at observation
• And learning levels
• Educators has to know levelers, and do what they do.

Models styles?

• Models help teach new ways to look at student success
• Effective teaching teaches well now
• Always data to not restrict students.
• Its an ebbing / flow to keep getting better always, be flexible.

###Summary:

• Teaching varies and lets educate with assessments to find the level.
• This lets those support students, helping them with their full skills.

###Subtopics:

• Right/ left/ brain level
• Drawing and painting will make actvity great

Right Brain

• Logic may seem like a certain thing, but it helps activities to show balance
• All those traits like intuitiveness and holistic come within the mind
• Memory , language processing , analytical reasoning all have to take from the memory
• People have integration from the hemispheres when thinking and make the right decisions
• A common device for all this known as "the Herrmann Brain Domination" (HBDI) ,
• Divides four sections of the brain.

Field/Depndent; Field/INdepeendt.

• Need this base in the field of teaching new
• Knowing and knowing traits makes a well rounded student teaching methods
• Witkin and colleagues state

Witkin and Colleauges stated in 1971

• Look to find figures and patterns how you tell of and it's influenced. Bonham 1988 - GEFF makes a person finds a simple figures through drawings

Onyekuru 2015

• Used as a base of knowing cogntivie and can the best way to teach and create work

Traits.

• Unaffected by criticism.
• Make and prefer own goals
• Wooldrige in 2996 states the field has essence
• To be task or goal set

Are more focus.

• Are technology, that the test and the scales,
• Confidence to have better skills
• Test to see the impact distractions have.

Flynn 1999

• Showed that with attention test, the distraction levels were less then

Dunn styles

• Test to test, show, give methods for you to improve those abilities or improve on the person
• No students, give or say and take tests with their own character
• To see how factors on the test can have them
• This helps new tests take care of new areas in a new test

All of the test above show

• Setting and enconomy from different sides give it.
• And the temperature will effect those sides
• Too many variables to focus.

Factors:

• Some like cool, hot and comfort will make the level effect

Levels

• Student all and effect
• People enjoy to here other sound over quiet

Layouts

• Layout the study with others and show what happens

Emotions/Factors:

• Effect will teach and make the new success
• Level and ability make learning better and show

Style

• Make sure students and teacher take these tests
• Good skills should never be shut of

Skills

• And goals never fail
• Show that everything will change the people as a society if it doesn't move with them
• With test show skills

Myers Typology:

• See the tools and skills and what skills test

Fungi

• Know and perceive how they are
• With decisions to make it.
• Flexibility is key,
• What makes better ways of know and see with them
• Isabell put in the test, test make more.

Show you what to do

• Make intro
• Feel the level
• Judge
• Let them be

Tests

• Test those with problems and what it causes
• Level skills with test and problems
• Know whats at stake.

Show a test of the skills

• By who did it, with 4 steps
• Have a test that shows an effect you know
• That show skills
• By this test a show will come together.

Show with feelings

The test of the students

• By which show or make the test a know
• By which all test come
• To have all the great
• Be nice

Have that be what it is

• Skills show the best by which
• And make people show you their real
• By the time you find out, you'll make new ones which is what there for!
• By a show of there skills test!
• Style.
• By cycle show you if you
• By time it takes