HEALTH EDUCATION PROCESS PDF

HEALTH EDUCATION PROCESS NCM-102: HEALTH EDUCATION (PRELIMS) INTRODUCTION EDUCATION PROCESS VS NURSING PROCESS HEALTH EDUCATION NURSING PROCESS...

HEALTH EDUCATION PROCESS NCM-102: HEALTH EDUCATION (PRELIMS) INTRODUCTION EDUCATION PROCESS VS NURSING PROCESS HEALTH EDUCATION NURSING PROCESS EDUCATION PROCESS -​ "A process with intellectual, psychological, and social dimensions relating to activities which increase the abilities Appraise physical and Ascertain learning needs, of people to make informed decisions affecting their psychosocial needs readiness to learn, and personal, family, and community well being.” learning styles -​ A process concerned with assessing, designing, Develop care plan based on Develop teaching plan based implementing, evaluating, and documenting educational mutual goal setting to meet on mutually predetermined programs that enable families, groups, organizations and individual needs behavioral outcomes to meet communities to play active roles in achieving, protecting individual needs and sustaining health. Carry out nursing care Perform the act of teaching interventions using standard using specific instructional EDUCATION PROCESS procedures methods and tools -​ A systematic, sequential, planned course of action consisting of two major interdependent operations, Determine physical & Determine behavior changes TEACHING and LEARNING psychosocial outcomes (OUTCOMES) in knowledge, attitudes, and skills TEACHING -​ A deliberate intervention involving the PLANNING and DETERMINANTS TO LEARNING IMPLEMENTATION of instructional activities and Assessing the learners’: experiences to meet intended learner outcomes based on the teaching plan LEARNING -​ A CHANGE IN BEHAVIOR (knowledge, skills and attitudes) that can occur at any time or in any place as a result of EXPOSURE TO ENVIRONMENTAL STIMULI LEARNING NEEDS -​ Gaps between what one knows & what he needs to know. PATIENT EDUCATION -​ “What the learners need to learn” -​ Process of assisting people to learn health-related -​ The purposes of assessing learning needs are to discover behaviors and incorporate these in everyday life. what has to be taught and to determine the extent of instruction or if instruction is necessary at all. EDUCATOR’S ROLE IN LEARNING ​ Assessment of problems ASSESSING THE LEARNER’S NEEDS ​ Providing information -​ Good assessments ensure optimal learning to occur ​ Identifying progress ​ Giving feedback and follow up STEPS IN ASSESSING LEARNING NEEDS ​ Reinforcing learning in the acquisition of KSA 1.​ Identify the learner ​ Evaluating learner’s abilities 2.​ Choose the right setting 3.​ Collect data on the learner -​ Health educator needs to be knowledgeable about the 4.​ Include the learner principles of teaching and learning 5.​ Involve members of the health care team 6.​ Prioritize needs THREE PILLARS 1)​ Teacher PRIORITIZATION CRITERIA 2)​ Learner ​ Mandatory Needs: Needs to be learned for survival or 3)​ Subject-matter when the learner’s life or safety is threatened. ​ Desirable Needs: Needs that are not life dependent but are HEALTH EDUCATION PROCESS related to well-being or the overall ability ​ Assessment of Learners ​ Possible Needs: Needs for information that are “nice to ​ Designing a Health Teaching know” but not essential or required for situations ​ Implementation ​ Evaluation 7.​ Determine availability of educational resources 8.​ Assess demands of the organization 9.​ Take time-management issues into account HEALTH EDUCATION PROCESS NCM-102: HEALTH EDUCATION (PRELIMS) METHODS OF ASSESSING LEARNING NEEDS SIX LEARNING STYLE PRINCIPLES 1.​ Informal Conversations Friedman and Alley (1984) 2.​ Structured Interviews 1.​ Both the style by which the teacher prefers to teach and 3.​ Focus Group the style by which the student prefers to learn can be 4.​ Observations identified. 5.​ Clients Chart 2.​ Teachers need to guard against over teaching by their own ​ Readiness to Learn- time when learners is “willing to learn” preferred learning styles. 3.​ Teachers are most helpful when they assist students in READINESS TO LEARN identifying and learning through their own style -​ Time when the learner demonstrates an interest in learning preferences. the type or degree of information necessary to maintain 4.​ Students should have the opportunity to learn through their optimal health (clients) or to become more skillful in a job preferred style. (nursing staff). 5.​ Students should be encouraged to diversify their style preferences. 4 TYPES OF READINESS TO LEARN 6.​ Teachers can develop specific learning activities that (PEEK) Lichthental, 1990 reinforce each modality or style. ​ P- Physical Readiness ​ E- Emotional Readiness KOLB’S CYCLE OF LEARNING (1984) ​ E -Experiential Readiness -​ Also known as Theory of Experiential Learning ​ K- Knowledge Readiness -​ Learning is a continuous process grounded in the reality that the learner is not a blank slate. 1.​ PHYSICAL READINESS a.​ Measures of Ability b.​ Complexity of the Task c.​ Health Status d.​ Gender e.​ Environmental Effects KOLB’S FOUR LEARNING STYLES 2.​ EMOTIONAL READINESS 1.​ Converger a.​ Anxiety level -​ Abstract conceptualization & active experimentation b.​ Support System ​ Learning Methods: Demo/RD, use of handouts, charts, c.​ Motivation illustrations d.​ Risk-taking behavior e.​ Frame of Mind 2.​ Diverger f.​ Developmental Stages -​ Concept experience & reflective observation ​ Learning Methods: Group discussions, Brainstorming 3.​ EXPERIENTIAL READINESS Sessions = Wide perspective a.​ Level of Aspirations b.​ Past Coping Mechanisms 3.​ Accommodator c.​ Cultural Background -​ Rely on concrete experience & active experimentation; d.​ Locus of control likes to actively accomplish things e.​ Orientation -​ uses trial and error methods to solve problems, impatient with other people, achiever 4.​ KNOWLEDGE READINESS -​ acts on intuition and a risk taker a.​ Present Knowledge Base -​ some endanger its safety b.​ Cognitive Ability 4.​ Assimilator - emphasizes on abstract conceptualization & LEARNING STYLES reflective observation -​ ways in which an individual processes information or ​ Learning Methods: Lectures, One To One Instruction, different approaches or methods of learning. Self- instruction Methods with Sample Reading -​ The more flexible the educator is in using teaching Materials methodologies related to individual learning styles, the greater the likelihood that learning will occur. HEALTH EDUCATION PROCESS NCM-102: HEALTH EDUCATION (PRELIMS) GREGORC COGNITIVE STYLES MODEL FIELD INDEPENDENCE / DEPENDENCE MODEL -​ Gregorc developed an instrument called the Gregorc Style -​ By Herman Witkin Delineator → a self-analysis instrument -​ Learning style consists of distinctive and observable FIELD-INDEPENDENT STYLE behavior -​ items are perceived independently of their surrounding -​ The mind has mediation abilities of perception and field. (seeing the parts more than the whole) ordering and this affects how the person learns. CHARACTERISTICS ​ Perception Ability ​ Mathematical reasoning strong -​ the way one perceives or group incoming ​ Recognizes & recalls details information/stimulus, is on a continuum ranging from ​ Analyzes elements of situations abstractness to concreteness. ​ More task oriented ​ Forms attitude independently ​ Ordering Ability ​ More pronounced identity -​ the way one arranges & systematizes incoming information from sequence to randomness. FIELD-DEPENDENT STYLE -​ a person has difficulty perceiving items aside from their FOUR MEDIATION CHANNELS surrounding field. (seeing the whole more than the parts) 1)​ Concrete Sequential (CS) -​ focus on details (hand-outs, demos ,hands-on, lectures CHARACTERISTICS with VA) ​ Difficulty with mathematical reasoning ​ Does not perceived details 2)​ Concrete Random(CR) ​ Analyzes whole picture -​ Use trial-and-error (simulations, computer and board ​ More people oriented games, case studies and brainstorming) ​ Attitudes guided by authority figures or peer group ​ See themselves as others see them 3)​ Abstract Sequential (AS) -​ Holistic thinkers; seeks understanding of incoming LEARNING STYLE INSTRUMENTS information (audiotapes, lectures, and supplemental 1.​ Independent Study reading) ​ Gardner’s Seven Types of Intelligence ​ Right-Brain/Left-Brain and Whole-BrainThinking 4)​ Abstract Random (AR) ​ Embedded Figures Test -​ Benefit from visual stimuli; liked unstructured and ​ Dunn and Dunn Learning Style Inventory busy environment (learning is best achieved in groups) ​ Myers-Briggs Type Indicator ​ 4MAT System