Health Education PDF

DEFINITION/INTRO HEALTH PURPOSES OF HEALTH EDUCATION “heal” = HAEL (means WHOLE) 1. Aims to positively influence the health behavior and health “Theory of HOLISM”...

DEFINITION/INTRO HEALTH PURPOSES OF HEALTH EDUCATION “heal” = HAEL (means WHOLE) 1. Aims to positively influence the health behavior and health “Theory of HOLISM” perspectives of individuals and communities for them to - Whole person and his/her integrity, soundness or well-being develop self-efficiency to adopt health lifestyles resulting and that the person functions as a complete entity. to healthy communities. - A state of complete physical, mental, and social well-being 2. A means of propagating Health Promotion and Disease and not merely the absence of disease and infirmity (WH0, Prevention 1946) 3. Maybe used to modify or continue health behaviors if necessary DIMENSIONS OF HEALTH 4. Provides health information and services 1. Mental 5. Emphasizes on Good health habits and Practices which is - Sense of purpose/belief own’s worth an integral aspect of culture, media and technology 2. Spiritual 6. A means to communicated Vital Information to the public - Supreme Being; practice moral beliefs & principles 7. A form of advocacy 3. Physical - Fitness/not being ill IMPORTANCE OF HEALTH EDUCATION 4. Sexual 1. Empowers people to decide for themselves what options - Expression of one’s sexuality to choose to enhance their quality of life 5. Social 2. Enhances the quality of life by promoting healthy - Support system available 3. Equips people with knowledge and competencies to 6. Emotional prevent illness, maintain health or apply first aid measures - Express self/develop & sustain relationship to prevent complications or premature deaths and improves the health status of individuals, families, “Being healthy means being able to function well physically and communities, states, and the nation. mentally to express the full range of one’s potentialities within 4. Creates awareness regarding the importance of preventive the environment in which one is living” – Dubos and Dunn and promotive care thereby avoiding or reducing the costs involved in medical treatment or hospitalization. MODERN CONCEPT OF HEALTH - “OLOF” Optimum Level of Functioning of individuals, families CHARATERISTICS OF EFFECTIVE HEALTH EDUCATION & communities 1. Directed at people who are directly involved with health- related situations and issues HEALTH EDUCATION 2. Lessons are repeated and reinforced - Includes all these good habits which give a person 3. Lessons are adaptable information and knowledge about it” -Wishman 4. Entertaining and attracts attention - The translation of what is known about health into desirable 5. Uses clear, simple language with local expression individual and community behavior by means of educational 6. Emphasizes short term benefit of action process.” -Willson Grout 7. Provides opportunities for dialogue, discussion, and learner - The sum of experiences which favorably influence the habits, participation and feedback attitudes, and knowledge relating to individual community 8. Uses demonstration to show the benefits of adopting and social health.” – Dr. Thomas Wood practices. - Any combination of learning experiences designed to facilitate voluntary adaptation of behavior conducive to PRINCIPLES AND THEORIES IN TEACHING AND LEARNING health” -Green, et al, 1980 TEACHING - To promote, maintain, and enhance one’s health, prevent - “Sharing of information and experiences to meet intended illness, disability, and premature death through the adoption learner outcomes in the cognitive, affective, and of health behavior, attitudes, and perspectives. It draws psychomotor domains according to an education” - Bastable, health models and theories from the biological, 2019 environmental, psychological, physical, and medical and LEARNING even paramedical sciences like nursing. - “Is relatively permanent change in mental processing, - Health Education (WHO) comprises of consciously emotional functioning and/or behavior as a result of constructed opportunities for learning involving some form experience” -Bastable, 2003 of communication designed to improve health literacy, - “Lasting or permanent change in behavior as a result of including improving knowledge and developing life skills experience which is primarily determined or influenced by which are conducive to individual and community health. the environment where the person is situated” - “It is a complex process which involves changes in mental processing, development, of emotional functioning and  social transactional skills which develop and evolve from ENVIRONMENT birth to death.” - Stimuli in the environment are altered or the effects of the consequences of a response is changed/manipulated to bring CONTRIBUTION OF LEARNING THEORIES about the intended change. For behavior to be applied or 1. Helped us understand the process of teaching and learning transferred through practice or formation of habits. or how individuals acquire knowledge and change the way they think, feel, and behave BEHAVIORIAL LEARNING 2. Theories have helped the health professionals to: 1. Respondent Conditioning a. Employ sound methods and rationales in their health 2. Operant Conditioning education efforts involving patients/clients b. Staff training & education and in carrying out health RESPONDENT CONDITIONING education promotion programs. a. Classical/Pavlonian 3. To understand the nature of the learner, the health - Process which influences the acquisition of new professional needs to know: responses to environmental stimuli : Neutral Stimulus- a. Basic principles involved in the development and Elicits an unconditioned response through repeated maturation of the individual. pairing with an unconditioned stimulus - Principles of respondent conditioning may be used to HUMAN DEVELOPMENT extinguished a previously learned response. Response - Is the dynamic process of change that occurs in the physical, decreased if presentation of the conditioned stimulus is psychological, social, spiritual & emotional constitution and not accompanied by unconditioned stimulus over time. make-up of an individual which starts from the time of - Example: conception to death (from womb to tomb) 1. Offensive odors --------------- queasy feeling - It is the scientific study of the changes that occur in people (unconditioned stimulus) (unconditional response) as they age or grow older in years. 2. Offensive odors(UCS) → queasy feeling(UCR) 3. Hospital (NS)+Offensive odors(UCS) → queasy feeling CHANGES IN HUMAN DEVELOPMENT (UR) 1. Growth- QUANTITATIVE, increase in size of body parts; 4. (several pairings of hospital + offensive odors → queasy acquisition of more knowledge (physically ( feeling 2. Development- QUALITATIVE, gradual changes in characters; 5. Hospital (CS) → Queasy feeling (CR) evidenced by intellectual, emotional, and physiological capabilities (mentally ( b. Systematic Desensitization - -repeated and gradual exposure to fear reducing stimulus 2 MAJOR PROCESSES IN GROWTH AND DEVELOPMENT under relaxed and nonthreatening circumstances = SENSE 1. Learning- any relatively permanent change in behavior OF SECURITY, no harm to come brought about through experience 2. Maturation- bodily changes which are genetically c. Stimulus Generalization determined by results of heredity or the traits a person - apply to other similar stimuli what was initially learned. inherits from parents Discrimination learning develops later when varied experiences eventually enable the individual to MAJOR LEARNING THEORIES differentiate among similar stimuli A. BEHAVIORIST THEORIES OF LEARNING B. COGNITIVE THEORIES OF LEARNING d. Spontaneous recovery C. SOCIAL LEARNING - Applied in relapse prevention programs (RPP) - May recover or reappear anytime, even years later. BEHAVIORIST THEORY Although a response may appear to extinguished, it may - By: John B. Watson recover and reappear at any time (even years later) - Equated with stimulus response theories simple stimuli with especially when stimulus conditions are similar to those positive and negative reinforcement to produce learning in initial learning experiences. It helps us understand why responses. Behavior is learned and that learning is most it is so difficult to completely eliminate unhealthy habits influenced through manipulation of the environment. and addictive behavior such as smoking, alcoholism or - The proponent emphasizes the importance of observable drug abuse. behavior in the study of human beings. Defined behavior as muscle movement associated with the Stimulus-Response OPERANT CONDITIONING psychology. He postulated that behavior results from a series - (Burhuss Frederick Skinner) Focuses on the behavior of the of conditional reflexes & that all emotions and thoughts are organism and the reinforcement that follows after the a product of behavior learned through conditioning (de response Young, 2003) Reinforcements - “responses closely followed by satisfaction will become LEARNING firmly attached to the situation and therefore more - A result of the conditions of stimuli in the environment(s) likely to reoccur when the situation is repeated” and the learner’s response (R ) that follow “S-R MODEL OF THORNDIKE’S LAW OF EFFECT LEARNING”  - “When specific responses are reinforced on a proper - COGNITION is more than knowledge acquisition. Transfer of schedule, the behaviors can be increased or decreased” learning occurs when the learned mediates or acts on the REWARD OR PRAISE information he/she gets or applies in certain situations. - “Encourage or motivated” - Involves intelligence which is the ability to solve problems or fashion products involves the individuals: APPLICATION/IMPLICATIONS: 1. Cognitive processes of perception - Praise may assist in the transfer of learning 2. Thinking skills - Learning under the control or reward is preferable under 3. Memory control of punishment Ways of processing and structuring in formation like: EMPLOYING POSITIVE REINFORCEMENT 1. Perceiving the information - Verbal ways 2. Interpreting it based on what is already known - Non-verbal ways 3. Reorganizing the information to come up with new insight - Citing in class or publishing or understanding 4. Stress the importance of what goes on “inside” the learner CLASSIFICATION OF EDUCATIONAL REINFORCERS: 5. The key to learning and changing is individual cognition 1. Status indicators (appointment as peer tutor, having own (Perception, thought, memory, and ways of processing and space) structuring information) 2. Incentive feedback (increased knowledge of individual 6. To learn, individual must change their cognition contributions) 3. Personal activities (opportunity to engage in special PERSPECTIVE OF THE COGNITIVE LEARNING THEORY projects, extra time off) 1. Gestalt 4. Recognition-praise, certificate of accomplishment, pat on 2. Information Processing the back 3. Cognitive Development 5. Tangible rewards- grades, food, prizes, citation 6. School responsibilities- opportunities to increased self- GESTALT management, participation in decision making - emphasizes the importance of perception in learning Note: Reinforcement should be appropriate or directly linked to which focuses on the configuration or organization of a the learning tasks and student’s accomplishment pattern or stimulus. - A principal assumption is that each person perceives, NEGATIVE REINFORCEMENT interprets, and responds to any situation in his/her own 1. Escape conditioning- as the unpleasant stimulus is applied, way the individual response in some way that causes the - PRINCIPLES uncomfortable behavior to cease. 1. Psychological organization- is directed toward 2. Avoidance conditioning- the unpleasant stimulus is simplicity, equilibrium and regularity anticipated rather than being applied directly. 2. Perception is selective- no one can attend or pay attention to all the surrounding to all the NONREINFORCEMENT surrounding stimuli at the same time - Skinner maintained that the simplest way to extinguish 3. What individuals pay attention to or what they response is not to provide any reinforcement. ignore may be affected by factors like needs, NOTE: A desirable behavior that is ignored may lessen as well. personal motives, past experiences and the - If reinforcement is ineffective, then punishment maybe particular structure employed - Under the punishment conditions, the individual cannot IMPLICATIONS TO HEALTH CARE escape or avoid the unpleasant stimulus Help health educator on how he/she approached any - If employed, it should be administered immediately after the learning situation with an individual or group. response with no distractions or means of escape One approach may be effective to a particular client - Punishment must be consistent at the “highest” reasonable but may not work with another level - Punishment should not be prolonged or bringing up old INFORMATION PROCESSING grievances or a complaining about misbehavior at every - Emphasizes the thinking processes like: opportunity a. Thought - There should be a “time out” b. Reasoning - CARDINAL RULE: “Punish the behavior, not the person” c. The way information is encountered and stored d. Memory functioning COGNITIVE THEORIES OF LEARNING - “useful for assessing problems in acquiring, - It stresses that mental processes or cognition occurs remembering, and recalling information” between the stimulus and the response - COGNITIVE dwell on the ability to solve problems rather than INFORMATION- PROCESSING MODEL OF MEMORY responding to stimuli 1st stage: PAYING ATTENTION - Attention is the key to learning, if not attentive, explaining at another time when one is receptive and attentive 2nd stage: PROCESSING 2. Inform the learners of the objectives and expectations - Is important to consider the client’s preferred mode of (expectancy) sensory processing (visual, auditory, or motor 3. Stimulate the learner’s recall of prior learning (retrieval) manipulation) 4. Present information (selective perception) 3rd stage: MEMORY STORAGE 5. Provide guidance to facilitate learner’s understanding - Encoded briefly into short term memory, later disregarded (semantic encoding) or forgotten or stored 6. Have the learner demonstrate the knowledge and skills - “Strategies for storage are imagery, association, Rehearsal (responding) and breaking information into units” 7. Give feedback to the learner (reinforcement) 4th stage: ACTION OR RESPONSE 8. Assess the learner’s performance (retrieval) - Based on how information was processed and stored 9. Work to enhance retention and transfer through application and varied practice (generalization) 9 EVENTS THAT ACTIVATE EFFECTIVE LEARNING WITH JEAN PIAGET CORRESPONDING COGNITIVE PROCESSES - Best known cognitive development theorist. His observation 1. Gain the learner’s attention of children’s perception and thought processes at different 2. Inform the learner’s of the objectives and expectation ages contributed much to the recognition of: 3. Stimulate the learner’s recall of prior learning a. Unique ways that youngsters reasons 4. Present information b. The changes in their ability to conceptualized 5. Provide guidance to facilitate learner’s understanding c. Limitations in understanding, communicating, and 6. Have the learner demonstrate the knowledge and skills performing 7. Give feedback to the learner 8. Assess the learner’s performance 4 SEQUENTIAL STAGES OF COGNITIVE DEVELOPMENT 9. Work to enhance retention and transfer through 1. Sensorimotor (infancy) application and varied practice - Infants explore their environment and attempt to coordinate sensory information with motor skills. STRATEGIES Learning depends on what is experienced in the 1. Have learners indicate how they believe they learn beginning which can be learned through visual pursuits. (metacognition) 2. Preoperational stage (early childhood 3-6 years old) 2. Ask them to describe what they are thinking as they are - Able to mentally represent the environment, regard the learning world from their own egocentric perspective and come 3. Evaluate learner’s mistake to grips with symbolism. 4. Give them close attention to their inability to remember or 3. Concrete Operational stage (6-12 years old – Elementary) demonstrate information - Able to attend to more than one dimension at a time, NOTE: Forgetting or having difficulty in retrieving information conceptualized relationship and operate on the from long term memory is a major stumbling block in learning environment which may occur because: 4. Formal Operation stage (12-18 years – Adolescence) a. The information has faded from lack of use - Teenagers begin to think abstractly, able to deal with b. Other information interferes with retrieval (what comes the future and can see alternatives and criticize before or after learning session may compound storage According to this view: and retrieval) - Children take in information as they interact with people and c. Individuals are motivated to forget for a variety of the environment and either make their experiences fit with conscious or unconscious reasons what they already know (assimilation) or change their perception and interpretation in keeping with new COGNITIVE DEVELOPMENT information (accommodation) - Focuses on qualitative changes in perceiving, thinking, and reasoning as individuals mature and grow WHAT DO COGNITIVE THEORIST SAY ABOUT ADULT - PRINCIPAL ASSUMPTION LEARNING? Learning is a developmental, sequential, and active 1. Although the cognitive stages develop consequentially, process that transpires as the child interacts with some adult never reach the operations stage. They learn the environments, makes “discoveries” about how better from explicitly concrete approaches to health the world operates, and interprets these discoveries education in keeping with what she/he knows 2. Adult developmental psychologist and gerontologist have Cognitions are based on how events are proposed advanced stages of reasoning in adulthood conceptualized, organized, and represented within beyond formal operations. each person’s schema – a framework that is partially 3. Older adults may demonstrate an advance level reasoning dependent on the individual’s stage of cognitive derived from their wisdom and life experience, or they may stage of development and readiness to learn reflect lower stages of thinking due to lack of education, disease, depression, extraordinary stress or medications 9 EVENTS THAT ACTIVATE EFFECTIVE LEARNING WITH CORRESPONDING COGNITIVE PROCESSESS (Robert Gagne, SIGNIFICANT BENEFIT TO HEALTH CARE: 1995) 1. Gain the learners attention (reception)  - Encouragement of a recognition and appreciation of the “How experience is encoded or retained in memory” individuality and rich diversity in how people learn and Involve storage and retrieval of what was observed process experiences 3. Reproduction Phase Memory guides performance of model’s action SOCIAL LEARNING “What behavior can be performed” a. Explain human behavior and their changes as a product of Learner copies the observed behavior interaction between cognitive, behavioral, and Mental rehearsal, immediate reenactment and environmental determinants corrective feedback strengthened the reproduction of b. Emphasize the importance of environmental or situation behavior determinants of behavior and their continuing interaction. 4. Motivational Phase c. Assumes that all actual behavior must be learned through Influenced by vicarious reinforcement and TRADITIONAL LEARNING (by reinforcement) and punishment covert cognitive activity, consequences of OBSERVATIONAL LEARNING (by modeling) behavior and self-reinforcement and punishment - Behavior is shaped by people’s expectations; these Focuses on whether the learner is motivated to expectations are formed from experience and by watching perform a certain type of behavior other persons. - “Environmental conditions shape behavior through learning and the person’s behavior in return, shapes the environment” – Albert Bandura 3 DETERMINANTS HOW BEHAVIOR OCCUR ACCORDING TO ALBERT BANDURA 1. ANTENCEDENTS – Behavior based on the past as we have seen it 2. CONSEQUENCES – behavior is influenced by its results 3. COGNITIVE – behavior is based on how we are motivated ROLE MODELING Is the central concept of theory much of the learning occurs by observation – watching other people and discerning what happens to them VICARIOUS REINFORCEMENT Involves viewing other people’s emotion and determining whether role models are rewarded or punished for their behavior 4 OPERATIONS INVOLVED IN MODELING 1. Attentional Phase Observation of role model “what a person can do and what he/she can attend to. A necessary condition for any learning to occur. Research indicate that role models with high status and competence are more likely to be observed, although the learner’s own characteristics (needs, self-esteem, competence) may be the more significant determiner of attention. 2. Retentional Phase Processing and representation in memory  LEARNING PRINCIPLES LEARNING “Is relatively permanent change in mental processing, emotional functioning and/or behavior as a result of experience” -Bastable, 2003 “Lasting or permanent change in behavior as a result of experience which is primarily determined or influenced by the environment where the person is situated” “It is a complex process which involves changes in mental processing, development, of emotional functioning and social transactional skills which develop and evolve from birth to death.” ENVIRONMENTAL FACTORS AFFECTING LEARNING 1. Society and culture 2. Structure or pattern of stimuli 3. Effectiveness or credibility of role models and reinforcements 4. Feedback (correct & incorrect responses) 2. Actively involve the patients or clients in the learning 5. Opportunities to process and apply new learning to a new process: situations Use interactive methods involving the participation of the 6. Type, nature an level of motivation learners Ex. Role-playing, case studies, buzz sessions, Q & A EXPERIENCES FACILITATES OR HINDER LEARNING PROCESS: format, small group discussion, demonstration and RD a. Teacher’s selection 3. Provide an environment conducive to learning. of learning theories and structuring or type of learning always consider the comfort and convenience of the experience. learner b. Teacher’s knowledge 4. Assess the extent to which the learner is ready to learn of the nature of the learner, materials to be learned Readiness to learn is affected by factors: nature of the learner Emotional (anxiety, fear & depression) materials to be learned Physical (pain, visual, or auditory impairment, teaching methods anesthesia) communication skills 5. Determine the relevance of the information ability to motivate learner anything that is perceived by the learner to be important c. Teacher’s ability or useful will be easier to learn and retain. To relate new knowledge to previous experiences, values 6. Repeat the information self perception and learner’s readiness to learn continuous repetition of information enhances learning. Applying the information to a different situation help in COMMON PRINCIPLES OF LEARNING the learning process. Help motivate the learner (de Young, 2003) 7. Generalize the information 1. Use several senses Applications of the information to a number of situations Students in medical courses are made to imitate the 8. Make learning a pleasant experience procedures that are demonstrated by the instructors Teacher must (role-modeling). give frequent encouragement They are graded according to the skills they exhibited an recognize accomplishment degree of comprehension of the rationale behind the give positive feedback steps. 9. Begin with what is known; moving toward the unknown It is expected that by imitating, learners would be Present information in an organize manner able to retain 70% of the lesson Start your presentation with an information that the Application of the skills and knowledge in the actual care learner already knows or is familiar with. of patients in the hospital 10. Present information at an appropriate rate learners will have 90% retention Pace in which information is presented: Too fast or too slow LEARNING TO BE RELATIVELY PERMANENT 1. ORGANIZE LEARNING EXPERIENCE meaningful & pleasurable 2. PRACTICE or REHEARSE NEW INFORMATION mentally or physically 3. APPLY REINFORCEMENT (rewards recognition) make learner know learning has occurred 4. ASSESS or EVALUATE use evaluation feedback to revise, modify, revitalize or revamp the LE.  CODE OF ETHICS CODE OF ETHICS FOR PROFESSIONAL TEACHERS Pursuant to the provisions of paragraph (e). Article 11 of R.A. No. 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a), section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopt the Code of Ethics for Professional Teachers. Preamble Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well as technical and professional competence in the practice of their noble profession, and they strictly adhere to observe, and practice this set of ethical and moral principles, standards, and values. Article 1: Scope and Limitations Section 1. The Philippine Constitution provides that all educational institution shall offer quality education for all competent teachers. Committed to its full realization, the provision of this Code shall apply, therefore, to all teachers in schools in the Philippines Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or nonformal. The term "teacher shall include industrial arts or vocational teachers and all other persons performing supervisory and/or administrative functions in all school at the aforesaid levels, whether on full time or parttime basis. Article II: The Teacher and the State Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee of the cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate national morality, promote national pride, cultivate love of country, instill allegiance to the constitution and for all duly constituted authorities, and promote obedience to the laws of the state. Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall be physically, mentally and morally fit. Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty. Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person or entity for such purposes. Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility Section 7. A teacher shall not use his position or official authority or influence to coerce any other person to follow any political course of action. Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his researches and investigations, provided that, if the results are inimical to the declared policies of the State they shall be brought to the proper authorities for appropriate remedial action. Article Ill: The Teacher and the Community Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best service by providing an environment conducive to such learning and growth. Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social, educational, economic and civic betterment. Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness, and other excesses, much less illicit relations. Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand local customs and traditions in order to have sympathetic attitude, therefore, refrain from disparaging the community Section 5. Every teacher shall help the school keep the people in the community informed about the school's work and accomplishments as well as its needs and problems. Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be involved in matters affecting the welfare of the people. Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials, and with the people, individually or collectively. Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not use his positions and influence to proselyte others. Article IV: A Teacher and the Profession Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling. Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession. Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency. enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive. Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper misrepresentations through personal advertisements and other questionable means. Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a descent living. Article V: The Teachers and the Profession Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in one another, self- sacrifice for the common good, and full cooperation with colleagues. When the best interest of the leamers, the school, or the profession is at stake in any controversy, teachers shall support one another. Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work of others which he may use. Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and other data as are necessary to carry on the work. Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which has not been officially released, or remove records from files without permission. Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional and unethical conduct of any associate. However, this may be done only if there is incontrovertible evidence for such conduct. Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without violating the right of the individual concerned. Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he respects the system of selection on the basis of merit and competence, provided, further, that all qualified candidates are given the opportunity to be considered. Article VI: The Teacher and Higher Authorities in the Profession Section 1. Every teacher shall make it his duty to make an honest effort to understand and support the legitimate policies of the school and the administration regardless of personal feeling or private opinion and shall faithfully carry them out. Section 2. A teacher shall not make any false accusations or charges against superiors, especially under anonymity. However, if there are valid charges, he should present such under oath to competent authority. Section 3. A teacher shall transact all official business through channels except when special conditions warrant a different procedure, such as when special conditions are advocated but are opposed by immediate superiors, in which case, the teacher shall appeal directly to the appropriate higher authority. Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the administration and to extent possible, shall raise grievances within acceptable democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of learners whose right to learn must be respected. Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of teachers are made only on the basis of merit and needed in the interest of the service. Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full knowledge of employment terms and conditions. Article VII: School Officials, Teachers, and Other Personnel Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy towards teachers and other personnel, such practices being standards of effective school supervision, dignified administration, responsible leadership and enlightened directions. Section 2. School officials, teachers, and other school personnel shall consider it their cooperative responsibility to formulate policies or introduce important changes in the system at all levels. Section 3. School officials shall encourage and attend the professional growth of all teachers under them such as recommending them for promotion, giving them due recognition for meritorious performance, and allowing them to participate in conferences in training programs. Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates except for cause. Section 5. School authorities concern shall ensure that public school teachers are employed in accordance with pertinent civil service rules, and private school teachers are issued contracts specifying the terms and conditions of their work, provided that they are given if qualified, subsequent permanent tenure, in accordance with existing laws. Article VIII: The Teachers and Learners Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners in the subject or grades he handles, provided that such determination shall be in accordance with generally accepted procedures of evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate actions, observing due process. Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall deal justifiably and impartially with each of them. Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner. Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for requested concessions, especially if undeserved. Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for such service. Section 6. A teacher shall base the evaluation of the learner's work only in merit and quality of academic performance. Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner. Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship. Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learner's problems and difficulties. Article IX: The Teachers and Parents Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their confidence and respect. Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learner under him, exercising utmost candor and tact in pointing out the learner's deficiencies and in seeking parent's cooperation for the proper guidance and improvement of the learners. Section 3. A teacher shall hear parent's complaints with sympathy and understanding, and shall discourage unfair criticism. Article X: The Teacher and Business Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation; provided that it does not relate to or adversely affect his work as a teacher. Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of his debts and loans in arranging satisfactorily his private financial affairs. Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his assignment is inherently, related to such purchase and disposal, provided they shall be in accordance with the existing regulations, provided, further, that members of duly recognized teachers cooperatives may participate in the distribution and sale of such commodities. Article XI: The Teacher as a Person Section 1. A teacher is, above all, a human being endowed with life for which it is the highest obligation to live with dignity at all times whether in school, in the home, or elsewhere. Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal behavior in all relationships with others and in all situations. Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of emulation by learners, peers and all others. Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and nations. Article XII: Disciplinary Actions Section 1. Any violation of any provision of this code shall be sufficient ground for the imposition against the erring teacher of the disciplinary action consisting of revocation of his Certification of Registration and License as a Professional Teacher, suspension from the practice of teaching profession, or reprimand or cancellation of his temporary/special permit under causes specified in Sec. 23, Article Ill or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations Implementing R.A. 7836. Article XIII: Effectivity Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and after sixty (60) days following its publication in the Official Gazette or any newspaper of general circulation, whichever is earlier.  HALLMARKS OF GOOD AND EFFECTIVE TEACHING SIX HALLMARKS OF GOOD OR EFFECTIVE TEACHING IN BARRIERS TO EDUCATION AND OBSTACLE IN LEARNING NURSING (JACOBSEN) BARRIERS TO EDUCATION OBSTACLE IN LEARNING 1. Professional competence (factors hindering, preventing, the (factors that negatively A. Through knowledge (subject matter and proper nurse's ability to deliver affect the ability of the demonstration of skills) educational services to the learner to attend and B. Reading, researching, undertaking continuing patient/family members) process information) professional education, and has Clinical practice and FACTORS: : FACTORS: expertise 1. LACK OF TIME TO TEACH 1. STRESS OF ACUTE AND 2. Possession of skillful interpersonal skills with student-rated (greatest barrier) due to: CHRONIC ILLNESS, as the most important a. short period of ANXIETY, SENSORY The teacher: confinement DEFICITS, LOW LITERACY A. Takes personal interest in the welfare of the student b. very demanding schedules AMONG PATIENTS can B. Fair and Just of nurses result to diminished C. Sensitive to their feelings and problems c. very demanding learners motivation and D. Conveys respect to the students responsibilities learning E. Allows learner to freely express themselves and ask 2. LACK OF PREPARATION OF 2. NEGATIVE INFLUENCES questions NURSES TO TEACH OF THE HOSPITAL F. Accessible for conference and consultation a. lack of knowledge on ENVIRONMENT ITSELF G. Convey a sense of warmth principles of teaching and resulting to loss of Three basic approaches by which instructor can increase learning control, lack privacy, self-esteem and reduce anxiety are through: b. nurse's don't feel and social isolation A. emphathic listening - seeing the world through competent or confident (d/t his/her own eyes inadequate preparation for B. accepting the learners as they are their roles as nurse C. communicating honestly with your students (ex. educators) expectations, responsibilities) 3. PERSONAL CHARACTERISTICS 3. LACK OF TIME TO LEARN NOTE: in the performance of the duties and OF NURSE AS A TEACHER d/t rapid patient responsibilities as a memntor, the teacher is guided by influence outcome of the discharge can the principle of "in loco parentis" teaching learning process discourage or frustrate 3. Desirable personal characteristics of the teacher which the learner includes 4. LOW PRIORITY GIVEN TO PT. 4. PERSONAL charisma or personal magnetism, enthusiasm, AND STAFF EDUCATION CHARACTERISTICS OF cheerfulness, self control, patience, flexibility, sense of EDUCATION BY THE LEARNER (readiness humor, good speaking voice, self confidence, willingness ADMINISTRATION AND to learn, motivation and to admit error or lack of knowledge and a caring attitude SUPERVISORY PERSONNEL compliance. (Kotzabassaki 1997 and Fanbrother, 1996) developmental stage 4. Teaching practices which include: characteristics and mechanics learning styles) methods 5. LACK OF SPACE AND PRIVACY 5. EXTENT OF BEHAVIORAL skills in the classroom and clinical practice IN VARIOUS ENVIRONMENTAL CHANGES NEEDED CAN thorough knowledge of the subject matter SETTINGS OVERWHELM THE presents the materials in clear, interesting, logical, and LEARNER AND organized manner DISCORAGE HIM/HER 5. Evaluation practices which include: 6. ABSENCE OF THIRD PARTY 6. LACK OF SUPPORT AND clearly communicating expectations REIMBURSEMENT TO SUPPORT POSITIVE providing timely feedback on student progress PATIENT EDUCATION REINFORCEMENT FROM correcting the students tactfully PROGRAMS RELEGATES THE NURSE AND being fair in the evaluation processes TEACHING AND LEARNING TO SIGNIFICANT OTHERS giving test that are pertinent to the subject matter and LESS THAN HIGH PRIORITY assignments STATUS 6. Availability to students especially in the laboratory, clinical, 7. SOME NURSES AND 7. DENIAL OF LEARNING and other skill application area which are mostly marked by PHYSICIANS QUESTIONS THE NEEDS, RESENTMENT stressful and/or critical situation EFFECTIVITY OF PT. EDUCATION OF SUPERVISORY AS A MEANS TO IMPROVE AUTHORITY, AND LACK HEALTH OUTCOMES OF WILLINGNESS TO TAKE RESPONSIBILITY (locos of control) 8. CONTENT NEED TO BE 8. INCONVENIENCE, STANDARDIZED , TEACHING COMPLEXITY, RESPONSIBILITIES NEED TO BE INACCESSIBILITY. CLEAR, AND LINES OF FRAGMENTATION, AND COMMUNICATION MUST BE DEHUMANIZATION OF STRENGTHENED AMONG THE HEALTHCARE HEALTHCARE PROVIDERS SYSTEM 9. INADEQUATE TIME TO RECORD/DOCUMENT PATIENT TEACHING  LEARNING THEORIES LEARNING THEORY BASIC MODEL OF LEARNING A coherent framework and set of integrated constructs and UCS → UCR principles that describe, explain, or predict how people NS+UCS → UCR learn, how learning occurs, and what motivates people to After several pairing learn and change. NS → UCR or CONTRIBUTIONS OF LEARNING THEORIES CS → CR 1. Learning theories have helped us understand the process of teaching and learning or how individuals acquire knowledge Where: NS = Neutral Stimulus and change the way they think, feel and behave. UCS = Unconditioned Stimulus 2. Theories about the health professionals to: UCR = Unconditioned Response Employee sound methods and rationales in their health CS = Conditioned Stimulus education efforts involving patient/clients CR = Conditioned Response Staff training and education and in carrying out health Example: education promotion programs. Offensive odors (UCS) → Queasy feeling (UCR) Hospital (NS) + Offensive odors (UCS) → Queasy feeling (UCR) Learning basic principles involved in the development and Hospital (NS) → Queasy feeling (UCR) maturation of the individual is a must for health professionals to know to understand the nature of the learner. Principle of respondent conditioning maybe used to extinquised a previously learned response FIVE MAJOR LEARNING THEORIES Response decrease if presentation of the conditioned a. Behaviorist stimulus is not accompanied by and conditioned stimulus b. Cognitive over time c. Social learning Example BEHAVIORIST THEORY BY JOHN WATSON PROPONENT If visitor becomes dizzy and one hospital and goes to Learning process is simple another ospital without smelling offensive odor then such discomfort about the hospital may be lessened after Focus mainly of what is directly observed behavior several experiences The responses are observed and manipulated to bring about the desired change SYSTEMATIC DESENSITIZATION To bring about the desired change in the attitudes and Is a technique based on respondent conditioning that is used responses, the behaviors recommend either: by psychologists to reduce fear and anxiety Alternating the stimulus conditions in the environment The assumption fear of a particular stimulus or situation is Changing what happens after the response occurred learned so, therefore, be "unlearned" Motivation is explained as the desire to reduce drive (drive Based on the principle that repeated and gradual exposure reduction); hence, satisfied, complacent, saturated to fear inducing stimulus under relaxed and nonthreatening individuals have little motivation to learn and change circumstances will give the patient that sense of security that Getting behavior to transfer from the initial learning no harm will come so that he will no longer fear the stimulus situation to other setting is largely a matter of practice (rehab, preop, phobias) (strengthening habits) and a similarity and this to ma sponsors between the learning situation and future situation STIMULUS GENERALIZATION where the response is to be elicited The tendency of initial learning experience to be easily applied to other similar stimuli RESPONDENT CONDITIONING Example when listening to a friend describe the hospital termed as classical or pavlovian conditioning experience, it becomes apparent that a highly positive or emphasizes the importance of stimulus conditions and the negative comment may color the listener's evaluation of associations formed in the learning process hospital stay and soul with subsequent hospitalization neutral stimulus (NS). A stimulus that has no particular value But with varied experiences, one learns to differentiate or meaning to the learner among similar stimuli hence the discrimination learning is paired with naturally occurring on condition or unlearn occurs stimulus (UNS) and and conditioned responses (UCR) Much of clinical practice involves discrimination learning After a few such pairing, The NS alone without the unconditioned stimulus, elicits the same response SPONTANEOUS RECOVERY Learning takes place when newly conditioned stimulus (CS) The principle may operate as: becomes associated with conditioned responses (CR) Although response may appear to extinguished, it may Often occurring without thought or awareness “recover” and reappear at any time (even years later),  especially when stimulus conditions are similar to those EDUCATIONAL REINFORCERS: in initial learning experience. Recognition (praise, certificate of accomplishment, pat on It helps us understand why it is so difficult to completely the back) eliminate unhealthy habits and addictive behavior such Tangible rewards (grades, food, prizes, citation) as smoking, alcoholism or drug abuse. School responsibilities (opportunities for increased self- management, participation in decision-making) OPERANT CONDITIONING Status indicators (appointment as peer tutor; having own Developed largely by b.f. skinner space) Focuses on the behavior of the organism and the Incentive feedback (increase knowledge of exam scores; renforcement that follows after the response knowledge of individual contributions) Personal activities (opportunity to engage in special projects; REINFORCER extra time off) Stimulus or event applied after our sponsor that strengthens Note: Should be appropriate or directly linked to the learning the probability that the response will be performed again task and student's accomplishment Responses closely followed by satisfaction will become firmly attached to the situation and therefore more likely to occur NEGATIVE REINFORCEMENT when the situation is repeated 1. Escape conditioning: as the unpleasant stimulus is applied, Example: individual response in some way that causes the Although patient moans and groans as he attempts to uncomfortable behavior to cease walk for the first time after an operation, praise and Example: encouragement (reward) for his effort at walking - Suppose a student is being chastised in front of the group (response) will improve the chances that you will mates for always being late and missed quizzes, he or she continue struggling for independence says something humorous. The ci stops criticizing and laugh. Because humor allowed him or her escape the "THORNDIKE'S LAW OF EFFECT " unpleasant situation (stimulus), chances are that she will When specific responses are reinforced on a proper apply humor again for same stressful situation. schedule, the behaviors can be increased or decreased Reward or praise = encourage or motivated AVOIDANCE CONDITIONING The unpleasant stimulus is anticipated rather than being OPERANT CONDITIONING MODEL: applied directly Contingencies to increase or decrease the probability of the Example: organism’s response - A student fearing a c or d test (unpleasant stimulus) may To increase To decrease tell the parents he or she has stomach ache. If allowed to A. Positive reinforcement: A. Non-reinforcement: An stay home, do student increasingly may complain of Application of pleasant stimulus organism's conditioned response sickness to avoid and present situation Reward conditioning: Stimulus is not followed by reinforcement Note: It is used to explain some people standing see to is applied following an become ill to avoid doing something they do not want to do organism's response B. Negative reinforcement: B. Punishment: Following a NON-REINFORCEMENT Removal of an unpleasant response, aversive stimulus is Skinner maintained that the simplest way to extinguish stimulus applied which the organism response is not to provide a new enforcement cannot escape or avoid Example: Escape conditioning: As an - Offensive jokes by a classmate may be handled by aversive stimulus is applied, the showing no reaction; after such several experiences, the organism makes a response joker teller, who more than likely wants attention make that causes the unpleasant curtail his aggressive behavior stimulus to cease Note: If desirable behavior that is ignored may lessen as well Avoidance conditioning: An If reinforcement is ineffective, then punishment may be aversive stimulus is anticipated employed but response is made to avoid Under the punishment conditions, the individual cannot pleasant event escape or avoid the unpleasant stimulus If employed, should be administered immediately after the APPLICATION/ IMPLICATION response with no distractions or means of escape Praise may assist in the transfer of learning Punishment must be considered at the " highest " reasonable Learning under the control of reward is preferable under level control of punishment Example: - A CI who apologizes and smile while students behavior is EMPLOYING POSITIVE REINFORCEMENT being admonish may send mixed messages and more Verbal ways likely not to be taken seriously or to this decrease the Nonverbal ways behavior they intend Citing and class or publishing  Punishment should not be prolonged or bringing up old Individual vary from one another in terms of perception, deviance or a complaining about misbehavior at every interpretation and responding to the same event in waze opportunity and manner There should be a "timeout " INFORMATION-PROCESSING CARDINAL RULE Cognitive perspective that emphasizes the thinking process "punish the behavior, not the person " like; a. Thought COGNITIVE THEORIES OF LEARNING b. Reasoning Stress to importance of what goes on "inside" the learner c. The way information is encountered and stored The key to learning and changing is individuals cognition d. Memory functioning (perception, thought, memory, and ways of processing and This perspective is particularly useful for assessing problems structuring information) in acquiring, bring and recalling information To learn, individual must change their cognition A highly active process largely direct by the individual and INFORMATION- PROCESSING MODEL OF MEMORY learning involves - Perceiving the information - Interpreting is based on what is already known - reorganizing the information to new insights or understanding Maintain the reward is not necessary more important are the learners goal and expectation and the tension, disequilibrium and imbalance that they cause which will act as their motivators Transfer of learning occurs - When the learner mediates ora on the information and some ways - Similar pattern in the initial situation and subsequent situation PERSPECTIVE OF THE COGNITIVE LEARNING THEORY STAGE 1 1. Gestalt Paying attention to environment stimuli; 2. Information processing Attention is the key to learning 3. Cognitive development Note: It's not attentive explain at another time when one is receptive and attentive GESTALT Emphasizes the importance of perception and learning SECOND STAGE Rather than focusing on the discrete stimuli gestalt refers to Information is processed by senses the configuration or patterned organization of cognitive It is important to consider the client's preferred mode of elements reflecting the maxim that the "whole is greater sensory processing (visual, auditory, or matter manipulation) than the sum of the parts" Ascertain if there are sensory deficits A principal assumption is that each person perceives, interprets, and respond to any situation his or her own way THIRD STAGE Psychological organization is directed toward simplicity, The information is transformed and incorporated (encoded) equilibrium and regularity (basic principle) briefly into short term memory, after which it's either Example: disregard or forgotten or stored in long term memory - Give the patient a clear and simple explanation of his Long term organization of information by using preferred disease condition to alllay his fears and uncertainties strategy for storage a. Imagery PERCEPTION IS SELECTIVE b. Association (central gestalt principle) c. Rehearsal No one can attend or pay attention to all surroundings d. Breaking the information into units stimuli at the same time What individual pa-10 what they ignore may be affected by FOURTH STAGE factors like needs, personal motives, past experiences and The action or response to that the individual makes on the the particular structure of the stimulus or situation basis of how the information was processed and stored IMPLICATION TO HEALTHCARE 9 EVENTS THAT ACTIVATE LEARNING WITH CORRESPONDING Knowledge of this gestalt principle will help the health COGNITIVE PROCESSES educator on how to approach in any learning sitation with 1. Gain the learners attention (reception) individual or groups 2. Inform the learner of the objectives and expectations (expectancy) 3. Simulate the learners recall of prior learning (retrieval) - Limitation and an understanding, communicating and 4. Present information (selective perception) performing 5. Provide guidance to facilitate learners understanding (semantic encoding) FOUR SEQUENTIAL STAGES OF COGNITIVE DEVELOPMENT 6. Have the learner demonstrates the knowledge and skills (JEAN PIAGET) (responding) 1. Sensori - motor 7. Give feedback to the learner (reinforcement) 2. Preoperational 8. Assess learners performance (retrieval) 3. Concrete operations 9. Work to enhance retention and transfer to application and 4. Formal operations varied practice (generalization) (Robert Gagne, 1995) SENSORI- MOTOR (INFANCY) Infants explore their environment and attempt to coordinate According to sternberg (1996) style of thinking of learner sensory information with motor skills must be considered and the perspective of information processing PREOPERATIONAL STAGE( EARLY CHILDHOOD - 3-6YRS) Style of thinking - a preference for using abilities to certain Youngsters are able to mentally represent the environment, ways. regard the world from their own egocentric perspective and - Note: People may shift from preferring one thinking style come to grips with symbolism to another Information - processing perspective is particularly helpful CONCRETE OPERATIONS STAGE (6-12YRS, - ELEMENTARY) for assessing problems in acquiring, remembering in a calling Children are able to attend to more than one dimensions at a information time, conceptualize relationships and operate on the environment STRATEGIES 1. Have learners indicate how they believe they learned FORMAL OPERATION STAGE (12-18YRS- ADOLESCENCE) (metacognition) Teenagers begin to think abstractly, able to deal with the 2. Ask them to describe what they are thinking as they are future and can see alternatives and criticize learning According to this view: 3. Evaluate learners mistake - Children take and information as they interact with 4. Give them close attention to their inability to remember or people and the environment and either make to their demonstrate information experiences fit with what we already know (assimilation) Note: Forgetting or having difficulty in retrieving information or change their perception and interpretation in keeping from long-term memory is a major stumbling block and with new information (accommodation) learning which may occur because: Illustration: - The information of faded from lack of use other - Young children do not usually do not understand the information interferes with retrieval (what comes to death is final. They respond to the experiences and their learning session make comfound storage and retrieval) own way they're hobbes asking god to give back the dead - Individuals are motivated to forget for a variety of or believing that if they behave, the deceased loved one conscious or unconscious reasons will be back COGNITIVE DEVELOPMENT IMPLICATION The third perspective that focuses on qualitative changes in Some children may learn more effectively by discovering and perceiving, thinking and reasoning as individuals mature putting pieces together and their own (Piaget) while some grow and mature learn benefit from more social and directive approach (Lev Cognition are based on how events are conceptualized, Vygotsky) organized and represented in each person’s schema- a framework that is partially dependent on the individual's WHY DO COGNITIVE THEORIST SAY ABOUT ADULT LEARNING? stage of cognitive stage of development and readiness to 1. Although the cognitive stages develop consequentially, some learn adult never never reach the operation stage They learn better from explicitly concrete approach to PRINCIPAL ASSUMPTIONS health education Learning as a developmental, sequential, an active brussels r 2. Adult developmental psychologist and gerontology have that inspires as the child interacts with the environment, proposed advantages of reasoning and adulthood beyond makes " discoveries" about how the world operates, and formal operations. interpret this discoveries in keeping with what she or he Example: knows (schema) - Not until early middle age may adults become able to deal with contradictions, synthesize information, and JEAN PIAJET BEST KNOWN COGNITIVE DEVELOPMENT THEORY more effectively integrate what they have learned This observation of children's perception processes at (characteristic that differentiate adults from different ages contributed much to the recognition of adolescence) - Unique ways that youngsters reasons 3. Older adults may demonstrate an advanced level reasoning - The changes in their ability to conceptualize derived from their wisdom and life experience, or they may  reflect lower stages of linking due to lack of education, LEARNING NEEDS disease, depression, extraordinary stress or medication As a gaps in the knowledge that exists between a desired level of performance and the actual performance SIGNIFICANT BENEFIT TO HEALTHCARE As gap between what someone knows and what someone It is encouragement of a recognition and appreciation of the needs to know individuality and rich diversity and how people learn and Gap exists because of lack of knowledge, attitude and skills process experiences 90%-95% of the learners according to many educators of education psychology can master a subject with a high SOCIAL LEARNING THOERY (BANDURA) degree of success if given sufficient time and appropriate types of health The teacher must first discover the needs of the learner and then find the most appropriate means of instruction that will enable the learner to master the subject under consideration STEPS IN THE ASSESSMENT OF LEARNING NEEDS 1. Identify the learner 2. Choose the right setting 3. Collect data and the learner 4. Include the learner as source of information 5. Involved the members of the healthcare team 6. Prioritize needs determine availability of educational resources 7. Assess demands of the organization 8. Take time management issues into account Role modeling is the central concept of the theory According to early social learning theory, much of the METHODS TO ASSESS LEARNING NEEDS learnings occurs by observation- watching other people and 1. Informal conversation discerning what happens to them 2. Structure interviews Learning is often a social process and other individual 3. Focus group especially significant others provide compelling examples of 4. Self-administered questionnaire role models for how to think, feel and act 5. Test Vicarious reinforcement - involves viewing other people's 6. Observation emotion and determining whether role models are rewarded 7. Patients or punished for their behavior 8. Chart audits 9. Formal and informal request 1. Attention phase 10. Chart adults A necessary condition for any learning to occur READINESS TO LEARN Research indicate that role models with high status and Determined a learner demonstrate an interest to learn to competence are more likely to be observed, although the type or degree of information necessary to maintain optimal learners own characteristics (needs, self-esteem, health or to become more skillful in this job competence) maybe be more significant determiner of attention Occurs when the learner is receptive to learning and 2. Retention phase willingness to be able to participate in the learning process - No matter how important the information is or how Involve storage and retrieval of what was observed much the educator feels the recipient of teaching needs 3. Reproduction phase the information, if the learner is not ready, the A learner copies the observed behavior information will not be absorbed Mental rehearsal, immediate reenactment and corrective - Timing, is it point at which teaching should take place- is feedback strengthen reproduction of behavior very important, because anything that affects the 4. Motivational phase physical or psychological comfort can affect the learners Focuses on whether the learner is motivated to perform ability and willingness to learn a certain type of behavior Reinforcement or punishment for a role model's 4 TYPES OF READINESS TO LEARN (PEEK) BY: LICHTENTHAL behavior, the learning situation and the appropriate mass P= physical readiness E= emotional readiness of the subsequent situation where the behavior is to Measures of ability Anxiety level displayed affect the learners performance complexity of task Support system Environmental effects Motivation DETERMINANTS OF LEARNING 1. Learning needs (what the learner needs to learn) Health status Risk-taking behavior 2. Readiness to learn (when the learner is receptive to learning) Gender Frame of mind 3. Learning style (how the learner best learn) Developmental stage E= experimental readiness K= knowledge readiness  Level of aspiration Present knowledge base Past coping mechanisms Cognitive ability Cultural background Learning disabilities Locus of control Learning style Orientation LEARNING STYLE refers to the ways individual process information Accepting diversity of styles can help educators create an atmosphere for learning that offers experience that encourage each individual to reach his or her full potential No learning style is better or worse than another SIX LEARNING STYLES PRINCIPLE 1. Both the star by which the teacher prefers to teach and the star by which the student prefer to learn can be identified 2. Teachers need to guard against over teaching by their own preferred learning styles GREGORC COGNITIVE STYLES MOTHER 3. Teachers are most helpful when they assess the students in Identified for sort of dualities (situation. What are identifying and learning through their own style of preference complementary or opposed to each other) 4. Students should have the opportunity to learn to their own The mind has the meditation abilities of: preferred style 1. Perception - the one receives are grass incoming 5. Students should be discouraged to diversify their style information are stimulus in a continuum raging from preference abstractiveness to concreteness 6. Teaching can develop specific learning activities that reinforce 2. Ordering of knowledge - the way one arranges and each modality or star systemizes incoming stimuli in a continuum or scale ranging from sequence to randomness which affect the LEARNING STYLE MODELS way a person learns Kolb's (a management expert from case western reserve Everyone processes are deals with perception and ordering university) learning style of knowledge in all four dimensions but may have Believes that knowledge is transformational processes that preferences or choices of doing it and may fall into for continuously created and recreated mediation channels: Believes that learning is a continuous process grounded in 1. Concrete sequential (CS)- learners like structured, quite reality the learner is not a blank state- every learner learning environment without interruptions; like approaches a topic to be learn with preconceived ideas concrete learning materials especially visual and gives focus on details; we interpret words literally KOLB'S THEORY ON LEARNING STYLE 2. Conflict random(CR)- intuitive, trial - and error method Learning is a cumulative result of: of learning, looks for alternatives - The past experiences, 3. Abstract sequential (AS)- turner simplistic thinkers and - Heredity, need consistency in the learning environment; do not - And the demands of the present environment like interruptions; have good verbal skills. Are rational These factors combined to produce different individual and logical orientation to learning 4. Abstract random(AR)- think holistically, learn a lot from By knowing each learner's preferred style the educator is visual stimuli; prefer busy, unstructured learning better equipped to assess learners in refining or modifying environment; focus personal relationship. these preconceived ideas so that three learning can occur Develop the Gregorc style delineator, that report inventory where the subject chooses the word that best describes him CYCLE OF LEARNING (KOLB'S MODEL) or her. You learning styles are scored and the highest It includes 4 modes of learning which of the two major number of total scores indicates the preferred learning a dimensions of perception and processing style KOLB’S LEARNING STYLE INVENTORY GARDENER'S S