Health Education & Promotion PDF

INTRODUCTION TO HEALTH EDUCATION AND HEALTH PROMOTION (HEHP) Dr. Muhammad Arsyad Subu 0  INTRODUCTION Health education and health promotion are easily confused because both concepts are closely related and work together to help people...

INTRODUCTION TO HEALTH EDUCATION AND HEALTH PROMOTION (HEHP) Dr. Muhammad Arsyad Subu 0  INTRODUCTION Health education and health promotion are easily confused because both concepts are closely related and work together to help people make wise decisions about their health. However, education is only one small part of health promotion. 0 1. HEALTH EDUCATION (HE) Loading… 0  DEFINITION HEALTH EDUCATION Health education (HE) is specifically concerned with educating and informing people about health issues. Education is one aspect of promoting a healthy lifestyle and is related to health promotion in this regard. 0  AIMS OF HEALTH EDUCATION Health education has the aim of informing people about health. HE is concerned with informing people about health issues. Loading… 0  HISTORY OF HEALTH EDUCATION The origins of health education lie in the 19th century when epidemic disease eventually led to pressure for sanitary reform for the overcrowded industrial towns. In US, the idea of health education was formally introduced in the form of public health schools in the US between 1914 to 1939 The first school of public health was Johns Hopkins University School of Hygiene and Public Health in the United States. 0  THE DEVELOPMENT OF HEALTH EDUCATION Alongside the public health movement emerged the idea of educating the public for the good of its health. The Medical Officers of Health appointed to each town under the Public Health legislation of 1848 frequently disseminated everyday health advice on safeguards against “contagion”. 0  PEOPLE INVOLVED IN HEALTH EDUCATION People who work in health education are found in schools, the community and as part of government agencies and non-profit organizations. University lecturers & school-teachers teaching courses in health and nutrition are all important in educating young people about health topics. Parents are the first people a child learns from when it comes to health issues; for instance, parents teach young children about basic hygiene that helps to prevent disease. 0  EXAMPLES OF HEALTH EDUCATION Professionals often develop courses, lectures, seminars, webinars, & pamphlets as part of health education. Schools and colleges may offer health courses in nursing, nutrition, PT, etc. 0  EXAMPLES OF HEALTH EDUCATION Health education can be confused with health promotion because through informing people, one assumes it would help them make healthier and better decisions. However, health promotion also includes government policy development for the population. 0 2. HEALTH PROMOTION Loading… (HP) 0  HEALTH PROMOTION Health promotion is concerned with promoting a healthy lifestyle and preventing illness and it includes social, psychological, political, and educational factors. Health promotion aims to improve a person’s health via education, a consideration of psychological, cultural, social and political factors. 0  DEFINITION OF HEALTH PROMOTION Health promotion entails aspects including education, a consideration of psychological, political, and social factors, with the aim of improving a person’s health. Health promotion can also help prevent disease by encouraging healthy choices and instituting policies and programs that help the general population. 0  HISTORY OF HEALTH PROMOTION The first formal conference on health promotion was convened in Ottawa in 1986 and involved the World Health Organization, which still holds conferences often. The WHO also started establishing guidelines for health promotion to be used by the global community. 0  HISTORY Health promotion was only properly formalized by the WHO, and became an area of expertise in 1986, which was when the first conference was held. In the case of health education, formal colleges and public health schools first came about between 1914 and 1939. 0  HEALTH PROMOTION THEORY Why study health promotion theory? Although it is clear why public health practitioners and students of public health should learn about how to devise and implement health promotion interventions, it may be less obvious why it is necessary to spend time learning about the theory of health promotion.  HEALTH PROMOTION THEORY Why study health promotion theory? Unless public health practitioners explore and understand the theory underpinning health promotion, there is a real risk, at best, of establishing ineffective interventions and, at worst, of antagonizing and even harming the very people you are seeking to help.  PHILOSOPHY AND THEORY OF HEALTH PROMOTION Health promotion is probably the most ethical, effective, efficient and sustainable approach to achieving good health. It was defined initially by the World Health Organization in 1986, but the definition has since been refined to take account of new health challenges and a better understanding of the economic, environmental and social determinants of health and disease.  PEOPLE INVOLVED IN HEALTH PROMOTION Government agencies such as the WHO, and Centers for Disease Control and Prevention (CDC), community leaders and non- government organizations are all directly involved in promoting health. People in agencies such as the CDC promote health via education but also via disease surveillance, gathering statistics, conducting research, & helping contain disease outbreaks and epidemics. Health educators indirectly contribute to promotion of health by informing individuals about healthy choices they can make. 0  FORMS OF HEALTH PROMOTION Health promotion can take many forms including the development of public policies and outreach programs, as well as the development and dispersal of educational materials. Health education takes the form of lectures, courses, seminars, webinars, and pamphlets. 0  EXAMPLES OF HEALTH PROMOTION Health promotion includes developing policies for improving health of the populace, and making people aware of what they can do to prevent disease and improve their health. This can be done via government programs and policies. Health promotion also includes a broad range of factors including cultural factors and social aspects. 0  SOCIAL AND POLITICAL FACTORS Recently there has been an increased emphasis on social and political factors when it comes to health promotion. There has been no specific increased emphasis on political and social aspects in health education. 0  GOVERNMENT POLICY Government policy is an important component of health promotion. Government policy is not a specific part of health education. 0  HEALTH PROMOTION ACTION MEANS Build Healthy Public Policy Create Supportive Environments Strengthen Community Action Develop Personal Skills Reorient Health Services 0  THE FIVE MAJOR AREAS/STRATEGIES IN HEALTH PROMOTION (OTTAWA CHARTER) 0  1. HEALTHY PUBLIC POLICY (HPP) Healthy public policy is a pre-requisite for successful health promotion. It is characterized by a concern for health and equity and an accountability for health impact. Health should be made a priority item on the agenda of policy- makers in all sectors. Policy-makers should be made aware of the health consequences of their decisions. They should create pro-health policies, whether in development, legislation, taxation etc. 0  1. HEALTHY PUBLIC POLICY… Healthy public policy covers a combination of diverse but complementary measures and approaches such as legislation, taxation, fiscal incentives and disincentives, policy analysis and review, and organizational change Joint action by all sectors will contribute to achieving safer and healthier goods and services, healthier public services, and cleaner and healthier environment. The aim is to make the healthier choice the easier choice for all people. HPP should lead to the creation of a supportive environment to enable people to lead healthy live 0  1. HEALTHY PUBLIC POLICY… According to the Adelaide Conference (1988), “The main aim of HPP is to create a supportive environment to enable the people to lead healthy lives. Healthy choices are thereby made possible and easier for citizens”. All relevant government sectors like agriculture, trade, education, industry and finance need to give important consideration to health as an essential factor during their policy formulation.  2. CREATE SUPPORTIVE ENVIRONMENT A supportive environment is essential for health. Supportive environments cover the physical, social, economic, and political environment. Loading… Supportive environments encompass where people live, work and play. This is what is envisaged by the “settings” approach. Everyone has a role in creating supportive environments for health.  3. STRENGTHEN COMMUNITY ACTION: COMMUNITY PARTICIPATION According to the Ottawa Charter, “health promotion works through concrete and effective community action in setting priorities, making decisions, planning strategies and implementing them to achieve better health”. There are many ways of defining community. Factors used are geography, culture and social stratification.  3. STRENGTHEN COMMUNITY ACTION: COMMUNITY PARTICIPATION… Community action is any activity undertaken by a community to effect change (including voluntary and self-help services). Community participation covers a spectrum of activities At the low end, it may be token participation in the form of consultation or endorsing plans drawn up by the health authorities. At the high end, it may be in the form of ‘people power’ where they have full say in identifying needs, setting priorities, planning strategies and activities and implementing the program.  3. STRENGTHEN COMMUNITY ACTION: COMMUNITY PARTICIPATION… According to the Jakarta Declaration (1997), “health promotion improves both the ability of individuals to take action, and the capacity of groups, organizations or communities to influence the determinants of health”. Empowerment is an important strategy, based on the notion that health is significantly affected by the extent to which one has control or power over one’s life.  4. DEVELOP PERSONAL SKILLS Strategies for empowering the community include leadership training, learning opportunities for health, and access to resources including material and funding Empowerment helps people to identify their own needs and concerns, and gain the power, skills and confidence to act upon them. It is a bottom-up strategy which requires the health promoter to act as a facilitator and catalyst for change.  4. DEVELOP PERSONAL SKILLS… Skills which can promote an individual’s health include those pertaining to identifying, selecting and applying healthy options in daily life. Health education is life-long, so that people can develop the relevant skills to meet the health challenges of all stages of life, and to be able to cope with chronic illness and disabilities. Health education should be conducted in all settings.  5. REORIENT HEALTH SERVICES Shift of emphasis from provision of curative services. Health care system must be equitable and client-centered. May necessitate reengineering and organizational change, especially in the areas of professional education and training, management, recruitment and deployment of health personnel, and planning, development and delivery of services,  SUMMARY OF HEALTH EDUCATION & HEALTH PROMOTION Health education is one aspect of promoting a healthy lifestyle and it only aims to inform people and give them knowledge about health. Health promotion is more general and broader of an area, and it involves government policy-making in addition to education. Health promotion also includes areas such as cultural, social and political factors, in addition to education. 0 THANK YOU 0 INTRODUCTION TO HEALTH EDUCATION AND HEALTH PROMOTION (HEHP) Dr. Muhammad Arsyad Subu 1  INTRODUCTION  Health education and health promotion are easily confused because both concepts are closely related and work together to help people make wise decisions about their health. the connection between health edu. and promotion  However, education is only one small part of health promotion. 2 1. HEALTH EDUCATION (HE) 3  DEFINITION HEALTH EDUCATION  Health education (HE) is speciOcally concerned with educating and informing people about health issues.  Education is one aspect of promoting a healthy lifestyle and is related to health promotion in this regard. 4 AIMS OF HEALTH EDUCATION  Health education has the aim of informing people about health.  HE is concerned with informing people about health issues. 5  HISTORY OF HEALTH EDUCATION  The origins of health education lie in the 19th century when epidemic disease eventually led to pressure for sanitary reform for the overcrowded industrial towns.  In US, the idea of health education was formally introduced in the form of public health schools in the US between 1914 to 1939  The Orst school of public health was Johns Hopkins University School of Hygiene and Public Health in the United States. 6 THE DEVELOPMENT OF HEALTH EDUCATION  Alongside the public health movement emerged the idea of educating the public for the good of its health.  The Medical OWcers of Health appointed to each town under the Public Health legislation of 1848 frequently disseminated everyday health advice on safeguards against “contagion”. 7  PEOPLE INVOLVED IN HEALTH EDUCATION  People who work in health education are found in schools, the community and as part of government agencies and non-proOt organizations.  University lecturers & school-teachers teaching courses in health and nutrition are all important in educating young people about health topics.  Parents are the Orst people a child learns from when it comes to health issues; for instance, parents teach young children about basic hygiene that helps to prevent disease. 8  EXAMPLES OF HEALTH EDUCATION  Professionals often develop courses, lectures, seminars, webinars, & pamphlets as part of health education.  Schools and colleges may ober health courses in nursing, nutrition, PT, etc. 9  EXAMPLES OF HEALTH EDUCATION  Health education can be confused with health promotion because through informing people, one assumes it would help them make healthier and better decisions.  However, health promotion also includes government policy development for the population. 10  2. HEALTH PROMOTION (HP) 11  HEALTH PROMOTION  Health promotion is concerned with promoting a healthy lifestyle and preventing illness and it includes social, psychological, political, and educational factors.  Health promotion aims to improve a person’s health via education, a consideration of psychological, cultural, social and political factors. 12  DEFINITION OF HEALTH PROMOTION  Health promotion entails aspects including education, a consideration of psychological, political, and social factors, with the aim of improving a person’s health.  Health promotion can also help prevent disease by encouraging healthy choices and instituting policies and programs that help the general population. 13  HISTORY OF HEALTH PROMOTION * important  The Orst formal conference on health promotion was convened in Ottawa in 1986 and involved the World Health Organization, which still holds conferences often.  The WHO also started establishing guidelines for health promotion to be used by the global community. 14  HISTORY  Health promotion was only properly formalized by the WHO, and became an area of expertise in 1986, which was when the Orst conference was held.  In the case of health education, formal colleges and public health schools Orst came about between 1914 and 1939. 15  HEALTH PROMOTION THEORY  Why study health promotion theory? Although it is clear why public health practitioners and students of public health should learn about how to devise and implement health promotion interventions, it may be less obvious why it is necessary to spend time learning about the theory of health promotion. 09/02/24  HEALTH PROMOTION THEORY  Why study health promotion theory?  Unless public health practitioners explore and understand the theory underpinning health promotion, there is a real risk, at best, of establishing inebective interventions and, at worst, of antagonizing and even harming the very people you are seeking to help. 09/02/24  PHILOSOPHY AND THEORY OF HEALTH PROMOTION  Health promotion is probably the most ethical, ebective, eWcient and sustainable approach to achieving good health.  It was deOned initially by the World Health Organization in 1986, but the deOnition has since been reOned to take account of new health challenges and a better understanding of the economic, environmental and social determinants of health and disease. 09/02/24  PEOPLE INVOLVED IN HEALTH PROMOTION  Government agencies such as the WHO, and Centers for Disease Control and Prevention (CDC), community leaders and non-government organizations are all directly involved in promoting health.  People in agencies such as the CDC promote health via education but also via disease surveillance, gathering statistics, conducting research, & helping contain disease outbreaks and epidemics.  Health educators indirectly contribute to promotion of health by informing individuals about healthy choices they can make. 19 FORMS OF HEALTH PROMOTION  Health promotion can take many forms including the development of public policies and outreach programs, as well as the development and dispersal of educational materials.  Health education takes the form of lectures, courses, seminars, webinars, and pamphlets. 20  EXAMPLES OF HEALTH PROMOTION  Health promotion includes developing policies for improving health of the populace, and making people aware of what they can do to prevent disease and improve their health. This can be done via government programs and policies.  Health promotion also includes a broad range of factors including cultural factors and social aspects. 21  SOCIAL AND POLITICAL FACTORS  Recently there has been an increased emphasis on social and political factors when it comes to health promotion.  There has been no speciOc increased emphasis on political and social aspects in health education. 22  GOVERNMENT POLICY  Government policy is an important component of health promotion.  Government policy is not a speciOc part of health education. 23  HEALTH PROMOTION ACTION MEANS  Build Healthy Public Policy  Create Supportive Environments  Strengthen Community Action  Develop Personal Skills  Reorient Health Services 09/02/24 24  THE FIVE MAJOR AREAS/STRATEGIES IN HEALTH PROMOTION (OTTAWA CHARTER) 25  1. HEALTHY PUBLIC POLICY (HPP)  Healthy public policy is a pre-requisite for successful health promotion.  It is characterized by a concern for health and equity and an accountability for health impact.  Health should be made a priority item on the agenda of policy-makers in all sectors.  Policy-makers should be made aware of the health consequences of their decisions. They should create pro- health policies, whether in development, legislation, taxation etc. 09/02/24 26  1. HEALTHY PUBLIC POLICY…  Healthy public policy covers a combination of diverse but complementary measures and approaches such as legislation, taxation, Oscal incentives and disincentives, policy analysis and review, and organizational change  Joint action by all sectors will contribute to achieving safer and healthier goods and services, healthier public services, and cleaner and healthier environment.  The aim is to make the healthier choice the easier choice for all people.  HPP should lead to the creation of a supportive environment to enable people to lead healthy live 09/02/24 27  1. HEALTHY PUBLIC POLICY…  According to the Adelaide Conference (1988), “The main aim of HPP is to create a supportive environment to enable the people to lead healthy lives. Healthy choices are thereby made possible and easier for citizens”.  All relevant government sectors like agriculture, trade, education, industry and Onance need to give important consideration to health as an essential factor during their policy formulation. 09/02/24  2. CREATE SUPPORTIVE ENVIRONMENT  A supportive environment is essential for health.  Supportive environments cover the physical, social, economic, and political environment.  Supportive environments encompass where people live, work and play. This is what is envisaged by the “settings” approach.  Everyone has a role in creating supportive environments for health. 09/02/24  3. STRENGTHEN COMMUNITY ACTION: COMMUNITY PARTICIPATION  According to the Ottawa Charter, “health promotion works through concrete and ebective community action in setting priorities, making decisions, planning strategies and implementing them to achieve better health”.  There are many ways of deOning community. Factors used are geography, culture and social stratiOcation. 09/02/24  3. STRENGTHEN COMMUNITY ACTION: COMMUNITY PARTICIPATION…  Community action is any activity undertaken by a community to ebect change (including voluntary and self-help services).  Community participation covers a spectrum of activities  At the low end, it may be token participation in the form of consultation or endorsing plans drawn up by the health authorities. At the high end, it may be in the form of ‘people power’ where they have full say in identifying needs, setting priorities, planning strategies and activities and implementing the program. 09/02/24  3. STRENGTHEN COMMUNITY ACTION: COMMUNITY PARTICIPATION…  According to the Jakarta Declaration (1997), “health promotion improves both the ability of individuals to take action, and the capacity of groups, organizations or communities to inmuence the determinants of health”.  Empowerment is an important strategy, based on the notion that health is signiOcantly abected by the extent to which one has control or power over one’s life. 09/02/24  4. DEVELOP PERSONAL SKILLS  Strategies for empowering the community include leadership training, learning opportunities for health, and access to resources including material and funding  Empowerment helps people to identify their own needs and concerns, and gain the power, skills and conOdence to act upon them. It is a bottom-up strategy which requires the health promoter to act as a facilitator and catalyst for change. 09/02/24  4. DEVELOP PERSONAL SKILLS…  Skills which can promote an individual’s health include those pertaining to identifying, selecting and applying healthy options in daily life.  Health education is life-long, so that people can develop the relevant skills to meet the health challenges of all stages of life, and to be able to cope with chronic illness and disabilities.  Health education should be conducted in all settings. 09/02/24  5. REORIENT HEALTH SERVICES  Shift of emphasis from provision of curative services.  Health care system must be equitable and client- centered.  May necessitate reengineering and organizational change, especially in the areas of professional education and training, management, recruitment and deployment of health personnel, and planning, development and delivery of services, 09/02/24  SUMMARY OF HEALTH EDUCATION & HEALTH important slide !! PROMOTION  Health education is one aspect of promoting a healthy lifestyle and it only aims to inform people and give them knowledge about health.  Health promotion is more general and broader of an area, and it involves government policy-making in addition to education.  Health promotion also includes areas such as cultural, social and political factors, in addition to education. 36 THANK YOU 37  OVERVIEW OF HEALTH: HEALTH PROMOTION & DISEASE PREVENTION- 1  Learning Objectives 1. DeCne population health 2. DeCne health promotion 3. DeCne disease prevention 4. DiNerentiate diNerent the three levels of disease prevention 2 MEETING 2  POPULATION-BASED HEALTH & INTERVENTIONS POPULATION-BASED HEALTH  Level of intervention … population at risk 5  PUBLIC POLICY COMMUNITY ORGANIZATIONAL POPULA INTERPERSONAL TION- INDIVIDUAL BASED HEALTH 6  WHAT ARE POPULATION-BASED INTERVENTIONS? 1. Aimed at disease prevention and health promotion 2. ANects an entire population or populations at risk 3. Targets underlying risks and environmental factors 7 LEVELS OF POPULATION-BASED INTERVENTIONS 1. Systems: Activities of organizations and government 2. Community: Community or subgroups at risk 3. Individuals and families: Individuals and families at risk 8 LEVEL OF INTERVENTION: SYSTEMS  Requires action on a large scale to address a problem  Creates change in organizations, policies, laws, & structures  Long-lasting way to impact individuals Example: statewide smoke-free air law 9  LEVEL OF INTERVENTION: COMMUNITY  Focus on entire community or groups of people within the community  Forms partnerships within community organizations and groups  Changes community norms, attitudes, awareness, practices and behaviors  Example: social stigma campaign, Covid 19 protocols, etc. 10  LEVEL OF INTERVENTION: INDIVIDUAL AND FAMILY  Individual or family member of an at-risk population  Protect communities from threats to health posed by individuals  Changes knowledge, attitudes, skills, and behaviors, examples: 1. Promoting breastfeeding among families in a Program (Women, Infants and Children) 2. Covid 19 prevention program 11  POPULATION-BASED INTERVENTIONS 1.Evidence-based practices 2.Best practices 3.Promising practices Resource: What Works? Policies and Programs to Improve Wisconsin’s Health”  http://WhatWorksForHealth.wisc.edu 12 PUBLIC HEALTH INTERVENTIONS 13 Source: CORE FUNCTIONS AND 10 ESSENTIAL PUBLIC HEALTH SERVICES important * memorize 14  CORE FUNCTION 1: ASSESSMENT  Essential Service One: Monitor health status to identify and solve community health problems 15  CORE FUNCTION 1: ASSESSMENT  Essential Service Two: Diagnose and investigate health problems and health hazards in the community. 16 CORE FUNCTION 1: ASSESSMENT dont memorize 17  HEALTHIEST HEALTH FOCUS AREAS  Nutrition and adequate,  Healthy growth and appropriate, and safe food development  Alcohol and other drug  Mental health abuse  Oral health  Chronic disease prevention  Physical activity and management  Communicable disease  Reproductive and sexual prevention and control health  Environmental &  Tobacco use and exposure occupational health  Injury and violence 18  HEALTHY PRIORITIES  Alcohol  Nutrition and Physical Activity  Opioids  Suicide  Tobacco https://healthy.wisconsin.gov/  CORE FUNCTION 2: POLICY DEVELOPMENT  Essential Service Three: Inform, educate, and empower people about health issues. 20  CORE FUNCTION 2: POLICY DEVELOPMENT  Essential Service Four: Mobilize community partnerships and action to identify and solve health problems. 21  CORE FUNCTION 2: POLICY DEVELOPMENT  Essential Service Five: Develop policies and plans that support individual and community health eNorts. 22  POLICY DEVELOPMENT: BIG “P” AND * not to memorize LITTLE “P” 23  CORE FUNCTION 3: ASSURANCE  Essential Service Six: Enforce laws and regulations that protect health and assure safety. 24  CORE FUNCTION 3: ASSURANCE  Essential Service Seven: Link people to needed personal health services and assure the provision of health care when otherwise unavailable. 25  CORE FUNCTION 3: ASSURANCE  Essential Service Eight: Assure competent public and personal health care workforce. 26  CORE FUNCTION 3: ASSURANCE  Essential Service Nine: Evaluate eNectiveness, accessibility, and quality of personal and population-based health services. 27  CORE FUNCTION 4: SYSTEM MANAGEMENT  Essential Service Ten: Research new insights and innovative solutions to health problems. 28  NATIONAL PUBLIC HEALTH PERFORMANCE STANDARDS  Four concepts: memorize 1. Based on the 10 Essential Public Health Services. 2. Focus on the overall public health system. 3. Describe an optimal level of performance. 4. Support a process of continuous quality improvement. 29  NATIONAL PUBLIC HEALTH PERFORMANCE STANDARDS  Focus on the “system”  More than just the public health agency  “Public health system”  All public, private, and voluntary entities that contribute to public health in a given area.  A network of entities with diNering roles, relationships, and interactions.  All entities contribute to the health and well-being of the community. 30  NATIONAL PUBLIC HEALTH PERFORMANCE STANDARDS  BeneEts: 1. Improve organizational and community communication and collaboration. 2. Educate participants about public health and the interconnectedness of activities. 3. Strengthen the diverse network of partners within state and local public health systems. 4. Identify strengths and weaknesses to address in quality improvement eNorts. 5. Provide a benchmark for public health practice improvements. 31  NATIONAL PUBLIC HEALTH PERFORMANCE STANDARDS  How to use for performance improvement:  The performance assessments can help people understand gaps between current performance and the optimal level of performance as described by the standards.  Results of the assessments should be incorporated into a broader planning process (a state health improvement process or a local board of health strategic planning process). 32  WHAT IS PUBLIC HEALTH ACCREDITATION?  Measurement of health department performance against a set of nationally recognized, practice- focused, and evidence-based standards 33 LOCAL HEALTH DEPARTMENT ELEMENTS OF LOCAL HEALTH DEPARTMENT Healt h Other Public OGce Suppo Health r rt StaH StaH LOCAL HEALTH DEPARTMEN Public Health Environ T Publi Educat mental Regist c or Health ered Heal Dietiti th an Nurs e 35 O V E R V I E W O F E D U C AT I O N I N H E A LT H C A R E (1) 1  LEARNING OBJECTIVES  Recognize trends a0ecting healthcare system  De6ne the terms education process, teaching, & learning  Identify the signi6cance of patient education in health care  Compare between patient education & health education  Identify the purposes, goals and bene6ts of patient education  Explain the role of health professional as educator  Discuss barriers to teaching and obstacles to learning 2  INTRODUCTION  The focus of modern health care is on outcomes which show the degree to which patients and their signi6cant others have learned essential knowledge and skills for independent care. 3 What are the trends impacting on Healthcare? TRENDS AFFECTING HEALTH CARE  Social, economic, technological and political forces impacting healthcare professionals’ role in teaching 5 TRENDS AFFECTING HEALTH CARE (CONT.)  Politicians & health care administrators recognize importance of health education as a cost-containment measure to control healthcare expenses.  Increased attention to health and well-being of everyone in society for disease prevention and health promotion. TRENDS AFFECTING HEALTH CARE (CONT.)  Growing concept of importance of self-care  Consumers demanding more knowledge and skills for self- care and how to prevent disease  Informed consumers  TRENDS AFFECTING HEALTH CARE (CONT.)  Demographic trends (aging population) influencing type and amount of health care needed  Client health literacy increasingly required to improve health outcomes  Research findings that client education improves adherence to treatments and therapies  TRENDS AFFECTING HEALTH CARE (CONT.)  Recognition of lifestyle-related diseases which are largely preventable by educational interventions (major causes of morbidity & mortality)  Client teaching can facilitate adaptive responses to illness and disability.  TRENDS AFFECTING HEALTH CARE (CONT.) Impacts of advanced technology has increased complexity of care, treatment at home & community setting & short hospital stay. Education assists in self management. Advocacy for self-help groups Screenings motivated by advances in genetics and genomics Concern for continuing education as tool to prevent malpractice and incompetence (continuing education ensures competency of practitioners)  What is the Signi8cance of Patient Education in Health Care?  HEALTH LITERACY  A survey indicated that million adults have inadequate literacy skills  Print materials used are usually at 10th grade level  Culturally and linguistically limited resources  Disparities within certain target groups  HEALTH EDUCATION: GOALS & OBJECTIVES  Most health education/promotion programs seek to improve the learners’ knowledge and/or skills in a way that will improve their health behavior and improve their health status (outcomes)  PURPOSE AND GOAL OF CLIENT EDUCATION ↑ competence and confidence of Purpose clients for self-management and of staff to deliver high-quality care To ↑ responsibility & Goal independence of clients for self-care WHY IS IT IMPORTANT TO EDUCATE PATIENTS ABOUT HEALTH? Promotes healthy living Prevents or minimizes disease Increases adherence to treatment Impacts health outcomes  BENEFITS OF CLIENT EDUCATION  Increase consumer satisfaction  Promotes healthy living  Prevents or minimizes disease  Increases adherence to treatment  Impacts health outcomes  Improve quality of life (QoL)  Ensure continuity of care  Decrease patient anxiety 16  BENEFITS OF CLIENT EDUCATION (CONT.)  Reduces incidence of illness complications  Promotes adherence to treatment plans  Maximizes independence in performing Activities of Daily Living (ADL)  Empowers consumers to become involved in planning their own care PURPOSE, GOALS, & BENEFITS (CONT.)  Benefits of education to staff:  Enhances job satisfaction  Improves therapeutic relationships  Increases autonomy in practice  Provides opportunity to create change that matters.  WHAT ARE THE CHALLENGES?  Lack of readiness for change  Circumstances  Literacy level  Language barriers  Socio-economic level  Cultural and spiritual beliefs  50% retention of information How can we de6ne the education process ?  THE EDUCATION PROCESS  Systematic, sequential, logical, planned course of action consisting of two major interdependent operations: teaching and learning. 21  THE EDUCATION PROCESS Consisting of 2 interdependent operations Desired Operation Players outcomes s: : teacher Behavior teaching & learning & learner changes 22  THE EDUCATION PROCESS…  Definition of Terms  Teaching/Instruction: A deliberate intervention that involves sharing of information and experiences to meet the intended learner outcomes in the cognitive, affective and psychomotor domains.  THE EDUCATION PROCESS… Teaching or Instruction One component of the educational process. Comprises conscious actions on the part of the teacher in responding to an individual’s need to learn. A strategy applied in preventing, promoting, maintaining or modifying a wide variety of behaviors in a learner. 24  THE EDUCATION PROCESS…  Learning: A change in behavior (knowledge, attitudes, and/or skills) that can be observed or measured, and that can occur at any time or in any place as a result of exposure to environmental stimuli.  THE EDUCATION PROCESS…  Patient Education  It is the process of assisting people to learn health-related behaviors that they can incorporate into everyday life with the goal of achieving optimal health and independence in self-care. 26  THE EDUCATION PROCESS…  Healthcare Professional Education: The process of helping healthcare professionals acquire the knowledge, attitudes, and skills to improve the delivery of quality care to the consumer  THE EDUCATION PROCESS…  The success of teaching depends not on how much information has been given, but rather on how much the person has learned. 28  THANK YOU SEE YOU IN MEETING 2 THANK YOU 36 O V E R V I E W O F E D U C AT I O N I N H E A LT H C A R E (2) 1  HEALTH EDUCATION  A teaching and learning process similar to patient education  Concentrates mostly on wellness, disease prevention and health promotion.  Can be provided to individuals, families, and communities. 2  HEALTH EDUCATION…  Basic focus of health education is to change & improve societal health behaviors.  Clients are taking a more informed and active role in healthcare-related decisions  Continuous teaching & learning process involving healthcare professionals, patient and/or patient’s family. 3 HEALTH EDUCATION AT HOME 4 HEALTH EDUCATION IN SCHOOLS 5  PATIENT EDUCATION IN HEALTH CARE  Patient Education is a patient’s right, & a healthcare provider’s responsibility. 6  ASSURE MODEL  It is a useful paradigm/model to assist HCP to organize and carry out the education process This model is appropriate for all  ASSURE MODEL… – Analyze the learner – State the objectives – Select instructional methods and materials – Use instructional methods and materials – Require learner performance – Evaluate/revise the teaching plan & revise as necessary. Rega,1993  BARRIERS TO TEACHING  Barriers to teaching are those factors that interfere with health professional’s ability to teach. 9  MAJOR BARRIERS TO TEACHING Lack of time to teach due to patient shortened lengths of hospital stays, demanding schedules and responsibilities of healthcare workers. Lack of competency & conerentiate between instructional materials and instructional methods  Identify the three major variables (learner, task, and media characteristics) when selecting, developing, and evaluating instructional materials  Cite the three components of instructional materials  Discuss general principles applicable to all types of media  Identify the multitude of audiovisual tools – both print and nonprint materials  Compare the advantages and disadvantages speciPc to each type of instructional medium  Describe evaluation of print and nonprint tools  Recognize the supplemental nature of media’s role in patient education 2 MEETING 1 INSTRUCTIONAL MATERIALS  Instructional materials OR teaching/learning materials (TLM), are any collection of materials including animate and inanimate objects and human and non- human resources that a teacher may use in teaching & learning situations to help achieve desired learning objectives.  INSTRUCTIONAL MATERIALS…  De#nition: They vehicles that help to convey information They audio and visual tools that aid learning They include both print and non print media 5  INSTRUCTIONAL MATERIALS…  The term “instructional materials” shall include printed materials and multi-media materials, and shall include materials used in the classroom and available in the libraries.  The term encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students achievement of instructional objectives.  INSTRUCTIONAL MATERIALS  Print Textbooks, pamphlets, handouts, study guides, manuals  Audio Cassettes, microphone, podcast etc  Visual Charts, real objects, photographs, transparencies  Audiovisual Slides, tapes, Plms, Plmstrips, television, video, multimedia  Electronic Computers, graphing calculators, tablets Interactive  INSTRUCTIONAL MATERIALS  Purposes: Help educator deliver messages creatively and clearly Help learners to retain more e>ectively what they learn Help clarify abstract or complex concepts Add variety to teaching-learning experience Reinforce learning Bring realism to learning 8  INSTRUCTIONAL MATERIALS: GENERAL PRINCIPLES  Before selecting or developing media for teaching, be aware of following principles:  Educator must be familiar with media content before a tool is used  Print and non print materials do change learner’s behavior by in]uencing a gain in cognitive, a>ective, or psychomotor skills 9 GENERAL PRINCIPLES (CONT.)  No one instructional material is better than another in enhancing learning  Instructional materials should complement teaching methods-not substitute for educator’s teaching e>orts 10  GENERAL PRINCIPLES (CONT.)  Choice of media should be consistent with subject content and match tasks to be learned  Media should match available Pnancial resources  Should be appropriate for learning environment, such as size and seating of audience, acoustics, space, & lighting. 11 GENERAL PRINCIPLES (CONT.)  Media should be appropriate for sensory abilities, developmental stages, and educational level of intended audience  Instructional materials must be accurate, up- to-date, and free of any unintended messages  Media should contribute to learning by adding diversity and additional information 12 CHOOSING INSTRUCTIONAL MATERIALS…  Major Variables to Consider: LMAT useful way to remember * important Characteristics of the Learner Characteristics of the Media And Characteristics of the Task 13  CHOOSING INSTRUCTIONAL MATERIALS…  Characteristics of the Learner: “know your audience”  Sensorimotor abilities  Physical attributes  Reading skills  Motivational level (locus of control) 14  CHOOSING INSTRUCTIONAL MATERIALS…  Characteristics of the Learner: “know your audience” (cont.)  Developmental stage  Learning style  Gender  Socioeconomic characteristics  Cultural background. 15 CHOOSING INSTRUCTIONAL MATERIALS…  Characteristics of the Media 1. Print 2. Nonprint 16  CHOOSING INSTRUCTIONAL MATERIALS…  Characteristics of the Task 1. Behavioral objective(s) 2. Learning domains 3. Complexity of behavior 17 THREE MAJOR COMPONENTS OF INSTRUCTIONAL MATERIALS  When choosing print and nonprint materials for instruction, consider: 1. Delivery system 2. Content 3. Presentation 18  A. DELIVERY SYSTEM  Delivery System includes both software (physical form of the materials) and the hardware used in presentation of information. Examples: In lecture, educator might share information being presented using delivery system, such as PowerPoint slides (software) and a computer (hardware) Overhead transparencies or slides (physical form) and projector (hardware). 19  A. DELIVERY SYSTEM…  Choice of delivery system depends on size of audience, pacing or ]exibility needed for delivery, and sensory abilities of learners 20 A. DELIVERY SYSTEM: SMART BOARD 21  B. CONTENT  De#nition: it is intended message or actual information being communicated to the learner 22  B. CONTENT  Selection criteria: Accuracy of information presented. Is it up-to-date, reliable? Appropriateness of medium to convey particular information. Audiotapes and printed pamphlets appropriate for teaching in cognitive or a>ective domain; videos or real equipment more appropriate for psychomotor domain Appropriateness of readability level of materials by intended audience. Is content written at literacy 23  C. PRESENTATION  Presentation refers to all materials intended to be shown and/or distributed to the speaker or audience before, during or after a presentation  It includes but not limited to speaker briePng documents, written summaries of Presentation objectives, slides & reference documents  Presentation materials means a paper, summary, hand-out, poster, power-point, video or other written or visual material as an accompaniment to a presentation 24  C. PRESENTATION…  Realia represents real thing, most concrete form to deliver information  A realia is an object from real life used in / lab/classroom instruction by educators to improve students' understanding of real-life situations. 25  C. PRESENTATION…  Illusionary representations: moving or still photographs, audiotapes projecting true sounds (less concrete, more abstract; but can o>er learners rare experiences of learning) - 26  C. PRESENTATION…  Symbolic representations: numbers and words are symbols that are written and spoken to convey ideas or represent objects.  Most common form of instruction & most abstract.  Should be limited with young children, learners from di>erent cultures, learners with low literacy skills and cognitively and sensory impaired patients 27 TYPES OF INSTRUCTIONAL MATERIALS A. Written materials B. Demonstration materials C. Audiovisual materials 28  TYPES OF INSTRUCTIONAL MATERIALS… 1. Written materials  Commercially prepared materials  Instructor-composed materials 29 TYPES OF INSTRUCTIONAL MATERIALS… 2. Demonstration materials  Displays  Posters  Models 30 TYPES OF INSTRUCTIONAL MATERIALS 3. Audiovisual materials  Projected learning resources  Audio learning resources  Video learning resources  Telecommunications learning resources  Computer learning resources 31  TYPES OF INSTRUCTIONAL MATERIALS: WRITTEN MATERIALS  Handouts, lea]ets, books, brochures, etc.: most widely used and most accessible type of media for teaching.  Referred to as “frozen language”  Most common form of teaching, most abstract. 32  TYPES OF INSTRUCTIONAL MATERIALS: WRITTEN MATERIALS…  Advantages Available to learner in absence of educator Widely acceptable, familiar to public Easily obtained through commercial sources, usually at relatively low cost and on wide variety of subjects Portable, reusable and convenient to use Flexible in that information is absorbed at speed controlled by reader 33  TYPES OF INSTRUCTIONAL MATERIALS: WRITTEN MATERIALS…  Disadvantages Most abstract form in which to convey information Immediate feedback on information presented may be limited Large percentage of materials written at too high a level for reading and comprehension by majority of users/learners 34  A. WRITTEN MATERIALS— 1. COMMERCIALLY PREPARED  Advantages  easily available  cheaper than designing new material 35  A. WRITTEN MATERIALS— 1. COMMERCIALLY PREPARED  Disadvantages  cost for some educational booklets to buy & give away in large quantities  readability level, especially for patients with low literacy level  content which might not completely cover all information learner needs to know 36  A. WRITTEN MATERIALS— 2. INSTRUCTOR-COMPOSED  Advantages include information to Pt your own institution’s policies, procedures and equipment build on answers to questions asked frequently by your patients 37  A. WRITTEN MATERIALS— 2. INSTRUCTOR-COMPOSED  Disadvantages  need time to prepare and present  tendency to write information too detailed and not matching reading level of intended learner 38 THANK YOU (2) INSTRUCTIONAL MATERIALS Dr. Muhammad Arsyad Subu 1  LEARNING OBJECTIVES  DiAerentiate between instructional materials and instructional methods  Identify the three major variables (learner, task, and media characteristics) when selecting, developing, and evaluating instructional materials  Cite the three components of instructional materials  Discuss general principles applicable to all types of media  Identify the multitude of audiovisual tools – both print and nonprint materials  Compare the advantages and disadvantages speciQc to each type of instructional medium  Describe evaluation of print and nonprint tools  Recognize the supplemental nature of media’s role in patient education 2 MEETING 2  GUIDELINES FOR EFFECTIVE WRITING  Accurate, up-to-date content  Logical organization of content — “need to know”  Discuss “what,” “how,” “when” concisely, and follow the KISS (Keep It Simple & Smart) rule.  Avoid medical jargon, use layman terms.  Write two to four grades below average grade level completed by target audience. 4  GUIDELINES FOR EFFECTIVE WRITING…  Use active voice not passive (“take 1 pill” instead of “1 pill to be taken by patient”)  Most important information goes Qrst.  Do not use ALL CAPITAL LETTERS  Use advance organizers (charts and diagrams)  Emphasize key points with end review. 5  EVALUATING PRINTED MATERIALS  Consider: Nature of audience (age, learning style, sensory deQcits, etc.) Literacy level required Linguistic variety available (English or English/Arabic/Urdu) Brevity and clarity (KISS rule) Layout and appearance (“need to know” information, use bold characters, plenty of white space, double spacing, generous margins) Opportunity for repetition (material best laid out in Q 6& A  B. DEMONSTRATION MATERIALS  In teaching through demonstration, students are set up to potentially conceptualize class material more eAectively as shown in a study which speciQcally focuses on chemistry demonstrations presented by teachers.  Demonstrations often occur when students have a hard time connecting theories to actual practice or when students are unable to understand application of theories. B. DEMONSTRATION MATERIALS 1. DISPLAYS  Include many types of nonprint media, such as models and real equipment, as well as displays, such as posters, diagrams, bulletin boards, cip charts, chalkboards, photographs and drawings 8 B. DEMONSTRATION MATERIALS 1. DISPLAYS  Can be permanently installed or portable  Tools like !ipchart and chalkboard are useful in brainstorming sessions, to make drawings or to jot down ideas  Posters represent the relationships between objects with or without the presence of teacher  Signs convey quick messages about healthcare issues 9  B. DEMONSTRATION MATERIALS 1. DISPLAYS  Advantages Fast way to attract attention, make a point Flexible, easily modiQed and reusable Portable and easily assembled and disassembled Stimulate interest or ideas in observer EAective for incuencing cognitive and aAective domains 10  B. DEMONSTRATION MATERIALS 1. DISPLAYS  Disadvantages Take up a lot of space Time-consuming to prepare, with reuse, risk of becoming outdated Unsuitable for large audiences, if to be viewed simultaneously Limited amounts of information can be included at one time 11  B. DEMONSTRATION MATERIALS 2. POSTERS  Posters have become an increasingly unique, popular and important educational tool  Some critics view the poster as a passive instructional medium; message conveyed by well-constructed poster is brief, constant, and interactive with audience  Primary purpose of poster is visual stimulation, it is meant to attract attention; eAective posters can leave lasting impression 12  B. DEMONSTRATION MATERIALS 2. POSTERS…  Consider: Color (use opposite-spectrum), one color 70% of display White space: balance script with white space High quality drawings or graphics KISS principle Add textures 13  B. DEMONSTRATION MATERIALS 2. POSTERS…  Consider (cont.): Make titles catchy and concise, using 10 words or less, letters large enough to read from distance of 4- 6 feet Content current and free of mistakes Achieve balance by positioning information around imaginary central axis running vertically and 14 B. DEMONSTRATION MATERIALS 2. POSTERS… 15 B. DEMONSTRATION MATERIALS 2. POSTERS… 16 B. DEMONSTRATION MATERIALS 3. MODELS  3-dimensional instructional tools  Allow learner to apply knowledge and psychomotor skills  Whenever possible, use of real objects is preferred  3 types of models: replica, analogue, symbol 17  B. DEMONSTRATION MATERIALS 2. SPECIFIC TYPES OF MODELS  Replicas (resemble)  Examples: anatomical models, resuscitation dolls  Analogues (act like)  Examples: dialysis machines, computer models (e.g.. to see how human brain functions)  Symbols (stand for) Examples: words, cartoons, formulas, musical notes, tranc signs 18  B. DEMONSTRATION MATERIALS 3. MODELS  Advantages Useful when real object is too small, too large, too expensive, unavailable, or too complex Allows safe practice More active involvement by the learner with immediate feedback available Readily available. 19  B. DEMONSTRATION MATERIALS 3. MODELS  Disadvantages May not be suitable for learner with poor abstraction abilities or for visually impaired Some models fragile, expensive, bulky, or dincult to transport Cannot be observed or manipulated by more than a few learners at a time 20 C. AUDIOVISUAL MATERIALS  Audio visual materials are important in education system.  They are those devices which are used in classrooms to encourage teaching learning process and make it easier and interesting.  Audio -visual aids are the best tool for making teaching eAective and the best dissemination of knowledge.  C. AUDIOVISUAL MATERIALS  Factors in selection  Technical feasibility  Economic feasibility  Social/political acceptability 22  C. AUDIOVISUAL MATERIALS… 1. Projected Learning Resources  PowerPoint  Overhead transparencies 23  C. PROJECTED LEARNING RESOURCES  Advantages Most eAectively used with groups Especially beneQcial with hearing- impaired, low-literate learners Excellent media for use in all domains 24  C. PROJECTED LEARNING RESOURCES  Disadvantages Lack of cexibility due to static content of some forms Some forms may be expensive Requires darkened room for some forms Requires special equipment for use 25  2. AUDIO LEARNING RESOURCES 1. Audiotapes 2. Radio 3. Compact Discs 26  2. AUDIO LEARNING RESOURCES…  Advantages  Widely available  May be especially beneQcial to visually- impaired, low literate learners  May be listened to repeatedly  Most forms practical, cheap, small, portable  To hear information available from no other source 27  2. AUDIO LEARNING RESOURCES…  Disadvantages Relies only on sense of hearing Some forms may be expensive Lack of opportunity for interaction between instructor and learner 28  3. VIDEO LEARNING RESOURCES  Advantages Widely used educational tool Inexpensive; uses visual, auditory senses Flexible for use with diAerent audiences Powerful tool for role-modeling and demonstration EAective for teaching psychomotor skills 29  3. VIDEO LEARNING RESOURCES…  Disadvantages  Quality of videotapes can deteriorate over time  Some commercial products may be expensive  Some purchased materials may be too long or inappropriate for audience 30  4. TELECOMMUNICATIONS LEARNING RESOURCES  Telephones (audio and video teleconferencing), Televisions (cable TV vs. closed-circuit TV used for surveillance) 31  4. TELECOMMUNICATIONS LEARNING RESOURCES…  Advantages Relatively inexpensive, widely available Incuence various domains of learning 32  4. TELECOMMUNICATIONS LEARNING RESOURCES…  Disadvantages Complicated to set up interactive capability Lack of direct contact with educator Expensive to broadcast via satellite 33  5. COMPUTER LEARNING RESOURCES…  Instructional software & other computer, Internet and Web-based learning resources encompassing activities such as tutorials, exercises and low-stakes quizzes that provide frequent practice, feedback and reinforcement of course concepts.  Often synonymous with general Internet resources, including simulations, animations, games and other resources supporting learning.  5. COMPUTER LEARNING RESOURCES…  Advantages Interactive potential: quick feedback, retention Potential database is enormous Can individualize to suit diAerent types of learners, diAerent pace of learning Time encient 35  5. COMPUTER LEARNING RESOURCES…  Disadvantages Primary learning encacy: cognitive domain , less useful for attitude/behavior change or psychomotor skill development Software and hardware expensive Must be purchased Limited use for most older adults, low literate learners, 36  EVALUATION CRITERIA FOR SELECTING MATERIALS  Considerations  Learner characteristics  Task(s) to be achieved  Media available 37 EVALUATION CRITERIA FOR SELECTING MATERIALS…  Evaluation Checklist Content Instructional design Technical production, packaging 38  SUMMARY  Instructional materials should be used to support learning by complementing and supplementing your teaching, not by substituting for it.  Recently, distance learning is an increasingly viable option for learners. THANK YOU EVALUATION IN HEALTHCARE EDUCATION Dr. Muhammad Arsyad Subu  LEARNING OBJECTIVES  De?ne the term evaluation.  Compare and contrast evaluation and assessment.  Identify purposes of evaluation.  Distinguish between ?ve basic types of evaluation: process, content, outcome, impact, and program.  Discuss characteristics of various models of evaluation.  Assess barriers to evaluation.  Examine methods for conducting an evaluation.  Select appropriate instruments for various types of evaluative data.  Identify guidelines for reporting results of evaluation. 2 MEETING 1 EVALUATION EVALUATION  Evaluation is the process that can justify that what we do as nurses and as nurse educators makes a value-added diRerence in the care we provide.  Evaluation is a systematic process by which the worth or value of something—in this case, teaching and learning—is judged.  EVALUATION  Evaluation: A process as a critical & the ?nal components of: Healthcare process Decision-making process Education process  Can provide data to demonstrate eRectiveness  The bridge at the end of one process that guides direction of the next  Because these process are cyclic, so evaluation serves as a bridge at the end of one process that guides direction of the next process DEFINITION OF EVALUATION  Evaluation: systematic & continuous process by which signi?cance or worth of something is judged.  It is a process of collecting and using information to determine what has been accomplished and how well it has been accomplished to guide decision making.  Gathering, summarizing, interpreting, and using data to determine the extent to which an action was successful.  EVALUATION  Evaluations are not intended to be generalizable, but are conducted to determine eRectiveness of a speci?c intervention in a speci?c setting with an identi?ed individual or group.  EVALUATION  What is the relationship between Evaluation & Evidence-Based Practice (EBP) & Practice- based evidence (PBE)  EVIDENCE-BASED PRACTICE (EBP)  EBP has evolved and expanded over decades and can be de?ned as the conscientious use of current best evidence in making decisions about patient care (Melnyk & Fineout- Overholt, 2005)  EBP includes results of systematically conducted evaluation from researches  PRACTICE-BASED EVIDENCE (PBE)  PBE is just beginning to be de?ned and include results of systematically conducted evaluation from practice and clinical experience rather than from research  STEPS IN EVALUATION 1. Focus 2. Design 3. Conduct 4. Analyze 5. Interpret 6. Report 7. Use DIFFERENCE BETWEEN ASSESSMENT AND EVALUATION  Assessment and evaluation are two concepts that are highly inter-related and are often used interchangeably as terms, but they are not synonymous.  DIFFERENCE BETWEEN ASSESSMENT AND EVALUATION…  Assessment: a process to gather, summarize, interpret, and use data to decide a direction for action.  Evaluation: a process to gather, summarize, interpret, and use data to determine the extent to which an action was successful.  THE DIFFERENCE BETWEEN ASSESSMENT & EVALUATION… Assessment = Input Evaluation = Output  DIFFERENCE BETWEEN ASSESSMENT AND EVALUATION…  DiRerence based on-timing & purpose Assessment – Education program begins with assessment of learners’ needs. Evaluation – Could be: 1. Periodic to know if program & learners are proceeding as planned. 2. After program evaluation identi?es whether & to what extent identi?ed needs were met. ASSESSMENT AND EVALUATION FORMATIVE AND SUMMATIVE ASSESSMENT  1. FORMATIVE ASSESSMENT  Formative Assessment is a set of formal and informal assessment methods undertaken by the teachers at the time of the learning process  It is a part of the instructional process, which is undertaken by the teachers, with an objective of enhancing the student’s understanding and competency, by modifying teaching and learning methods.  1. FORMATIVE ASSESSMENT…  Formative Assessment attempts to provide direct and detailed feedback to both teachers and students, regarding the performance and learning of the student.  It is a continuous process, that observes student’s needs and progress, in the learning process.  1. FORMATIVE ASSESSMENT…  The goal: to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.  1. FORMATIVE ASSESSMENT…  More speci?cally, formative assessments: 1. help students identify their strengths, weaknesses & target areas that need work 2. help faculty recognize where students are struggling and address problems immediately  1. FORMATIVE ASSESSMENT…  Formative assessments are generally low stakes, which means that they have low or no point value.  Examples of formative assessments include asking students to: draw a concept map in class to represent their understanding of a topic submit one or two sentences identifying the main point of a lecture turn in a research proposal for early feedback  2. SUMMATIVE ASSESSMENT…  Summative assessment refers to the evaluation of students; that focuses on the result.  It is a part of the grading process which is given periodically to the participants, usually at the conclusion of the course, term or unit.  The purpose is to check the knowledge of the students, i.e. to what extent they have learned the material, taught to them.  2. SUMMATIVE ASSESSMENT…  Summative Assessment, seeks to evaluate the eRectiveness of the course or program, checks the learning progress, etc.  Scores, grades or percentage obtained to act as an indicator that shows the quality of the curriculum and forms a basis for rankings in schools. 2. SUMMATIVE ASSESSMENT…  The goal is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.  Summative assessments are often high stakes, which means that they have a high point value.  2. SUMMATIVE ASSESSMENT…  Information from summative assessments can be used formatively when students or faculty use it to guide their eRorts and activities in subsequent courses.  Examples of summative assessments include: a midterm exam a ?nal project a paper a senior recital  FORMATIVE Vs. SUMMATIVE BASIS FOR ASSESSMENT FORMATIVE SUMMATIVE COMPARISON ASSESSMENT ASSESSMENT Meaning Refers to a variety of assessment De?ned as a standard for procedures that provides the evaluating learning of required information, to adjust students. teaching, during the learning process. Nature Diagnostic Evaluative What is it? It is an assessment for learning. It is an assessment of learning. Frequency Monthly or quarterly Term end Aims at Enhancing learning Measuring student's competency. Goal Monitor student learning. Evaluate student learning. Weight of grades Low High  STEPS IN EVALUATION 1. Focus of evaluation 2. Designing evaluation 3. Conducting evaluation 4. Analyze and interpret data 5. Reporting and using result of data  STEP ONE Focus of evaluation  FOCUS OF EVALUATION: RSA EVALUATION MODEL  Straessle Abruzzese (RSA) model places ?ve basic types of evaluation in relation to one another based on purpose, related question, scope and resources components of evaluation focus  These 5 types leading from the simple to complex  RSA EVALUATION MODEL high low Time & Cost Frequency Impact Outcome Content Process low Total Program high  PROCESS (FORMATIVE) EVALUATION  Purpose: to make adjustments as soon as needed during education process  Scope: limited to speci?c learning experience; frequent; concurrent with learning  CONTENT EVALUATION  Purpose: to determine whether learners have acquired knowledge/skills just taught  Scope: limited to speci?c learning experience and objectives; immediately after education completed (short-term)  OUTCOME (SUMMATIVE) EVALUATION  Purpose: to determine eRects of teaching  Scope: broader scope, more long term and less frequent than content evaluation  THANK YOU SEE YOU IN MEETING 2  PRINCIPLES OF ADULT LEARNING (1) Dr. Muhammad Arsyad Subu 1  LEARNING OBJECTIVES  De=ne adult, learning, and andragogy.  Distinguish between pedagogy and andragogy.  Describe characteristics of adult learners.  Describe principles of adult learning.  Explain the assumptions/principles of adult learning according to Knowles theory.  Apply andragogical theory to teaching adult learners.  Compare between the diLerent assumptions of pedagogy and andragogy in relation to the approaches to learning. 2 MEETING 1  ADULT  Biologically, an adult is an organism that has reached sexual maturity.  A legal adult is a person who has attained the age of majority and is therefore regarded as independent, self-suQcient, and responsible.  The typical age of attaining legal adulthood is 18, although de=nition may vary by legal rights, country, & psychological development.  INTRODUCTION TO LEARNING  A Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences.  The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants.  Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences. 5  WHAT IS LEARNING?  Learning is a permanent change in human capabilities that is not a result of the growth process.  Learning outcomes: What do we learn? Verbal information. Intellectual skills. Motor skills. Attitudes. Cognitive strategy. (Noe, 2008)  LEARNING IS CHANGE  Learning is a change in behavior or cognitive process.  In training, it is a change in knowledge, skill or attitude.  THE LEARNING CYCLE  The learning cycle is a dynamic process that involves four speci=c stages: 1. Concrete experience. 2. Re`ective observation. 3. Abstract conceptualization. 4. Active experimentation.  The key to eLective learning is to be competent in each of the four stages. 8  THE LEARNING PROCESS  How do people learn new information? Visual. Auditory. Kinesthetic.  THE LEARNING PROCESS  Learning occurs through both mental and physical processes: 1. Expectancy 2. Perception 3. Working storage 4. Semantic encoding 5. Rehearsal 6. Organization 7. Elaboration 8. Retrieval 9. Generalizing 10.Gratifying 10  THE LEARNING PROCESS  Learning occurs through both mental and physical processes: 1. Expectancy: the state of thinking or hoping that something, especially something good, will happen. 2. Perception: the way in which something is regarded, understood, or interpreted. 3. Working storage: data or information from learning is stored 4. Semantic encoding: the meaning of something (a word, phrase, picture, event, whatever) is encoded. 11  THE LEARNING PROCESS…  Learning occurs through both mental and physical processes (cont.): 5. Rehearsal: a practice or trial performance of a play or other work for later performance. 6. Organization: the action of organizing something from learning process. 7. Elaboration: the process of developing or presenting a theory, policy, or system in further detail. 12  THE LEARNING PROCESS…  Learning occurs through both mental and physical processes (cont.): 8. Retrieval: the process of getting something back from a learning process 9. Generalizing: make a general or broad statement by inferring from speci=c cases or information. 10. Gratifying: giving pleasure or satisfaction. 13  LEARNING STYLES & THEORIES OF LEARNING 14  KOLB’S LEARNING STYLES…  Kolb's learning styles are one of the best-known and widely used learning styles theories.  Psychologist David A Kolb =rst outlined his theory of learning styles in 1984.  The learning styles described by Kolb are based on two major dimensions: active/re`ective and abstract/concrete.  KOLB’S LEARNING STYLES…  The Kolb’s learning styles combine each of the four elements of the learning cycle. 1.Diverger 2.Assimilator 3.Converger 4.Accommodator 16  LEARNING STYLES…  Diverger: Generates ideas and understands multiple perspectives. Based on concrete experience and re`ective observation.  Assimilator: Good at inductive reasoning (general conclusion from speci=c observation), can create theoretical models and  LEARNING STYLES…  Converger: Good deductive reasoning, decision making and application of ideas. Based on abstract conceptualization and active experimentation.  Accommodator: Involved in new experiences, implements decisions and carries out plans. Based on concrete experience and active  LEARNING THEORIES: REINFORCEMENT THEORY  People are motivated to perform or avoid certain behaviors because of past experience based on that behavior. 1. Positive reinforcement. 2. Negative reinforcement. 3. Extinction.  How can this theory be used in training? 19  LEARNING THEORIES: SOCIAL LEARNING THEORY  People learn by observing other people (models) they think are knowledgeable and credible.  The model’s behavior is adopted.  Self-eQcacy: The individual must believe he or she is capable of learning.  Four processes in learning: 1. Attention 2. Retention 3. Motor reproduction 4. Motivation. 20  LEARNING THEORIES: GOAL THEORIES  Goal-setting theory: Behavior results from a person’s intentional goals and objectives  Goal orientation: Learning orientation. Performance orientation. 21  LEARNING THEORIES: NEED THEORIES  A need is a de=ciency that a person experiences at a certain time.  A need motivates a person to behave in a way that satis=es the de=ciency.  Need theory suggests that trainers should identify the trainee needs and communicate to them how the training will satisfy that need. 22  LEARNING THEORIES: EXPECTANCY THEORY  Behavior is linked to three factors: 1. Expectancies: The trainee’s belief that increasing eLort will lead to higher performance. 2. Instrumentality: The trainee’s belief that performing a certain behavior will lead to an expected reward. 3. Valence: The value that the trainee places on the reward.  How does this relate to training? 23  LEARNING THEORIES: INFORMATION PROCESSING THEORY  Information is taken in by the brain.  Information undergoes transformation.  Information is encoded into short-term or long-term memory.  Information is stored and available for later retrieval and use.  Feedback from the environment. 24 BRAIN-BASED LEARNING PRINCIPLES  BRAIN-BASED LEARNING PRINCIPLES  People have natural low and high energy cycles during the day  Minimal dehydration can lead to lethargy and impaired learning.  The brain requires 8-12 glasses of water a day for optimal functioning.  Start up the brains learning mode by providing mental or motor stimulation that promotes creativity through new experiences.  BRAIN-BASED LEARNING…  Requiring only one answer is less eLective in learning than promoting problem solving, exploration, creativity and multiple answers.(case-based learning)  Movement and learning are processed in the same part of the brain, and more eLective learning has been found to be connected to movement.  BRAIN-BASED LEARNING …  Stress and negatives can be barriers to learning  At the beginning of a session try to provide a few moments of transition to refocus and relax.  Music fosters learning and retention. Classical stimulates creativity and rock speeds up the completion of the task.  BRAIN-BASED LEARNING…  The brain loses focus when things stay the same, such as monotone voice, too much lecture etc. Try to modulate your voice and vary learning methodologies.  Genuine attention can only be held at a high level for about 10 minutes. Move around the room if you are lecturing!  Give breaks every 45-60 minutes.  BRAIN-BASED LEARNING…  Memory, attention and meaning increase when learning is linked to emotion. Storytelling, poetry and role play help connect emotion and thinking. Too much emotion can lead to learning “shutdown”  Humor and enthusiasm stimulate learning as well as debates and critical thinking activities.  Participants are more excited by meaning and relevance than the amount of information/content in a session. THANK YOU  PRINCIPLES OF ADULT LEARNING (2) Dr. Muhammad Arsyad Subu 1  LEARNING OBJECTIVES  De=ne adult, learning, and andragogy.  Distinguish between pedagogy and andragogy.  Describe characteristics of adult learners.  Describe principles of adult learning.  Explain the assumptions/principles of adult learning according to Knowles theory.  Apply andragogical theory to teaching adult learners.  Compare between the diLerent assumptions of pedagogy and andragogy in relation to the approaches to learning. 2  MEETING 2 ADULT LEARNING (ANDRAGOGY) 3  Andragogy Theory of how adults learn MALCOLM KNOWLES (AUGUST 24, 1913 – NOVEMBER 27, 1997) FATHER OF ANDRAGOGY 4  ANDRAGOGY  Andragogy refers to methods and principles used in adult education  The word comes from the Greek (andr-), meaning "man", and (agogos), meaning "leader of".  Andragogy literally means "leading man", whereas "pedagogy" literally means "leading children".  ANDRAGOGY  Andragogy is the art and science of helping adults learn.  Educating adults involves understanding adult learning principles. Knowles, 1970  PEDAGOGY  Pedagogy refers to methods and principles used in children education  Many of assumptions underlying adult teaching methods are derived from pedagogy and are inappropriate for adults.  Adults learn best in informal, comfortable, aexible and nonthreatening settings (Knowles, 1990)  COMPARISON OF ASSUMPTIONS OF PEDAGOGIC & ANDRAGOGIC APPROACH TO LEARNING  COMPARISON OF ASSUMPTIONS OF PEDAGOGIC & ANDRAGOGIC APPROACH TO LEARNING  It Inauences how you approach individuals of diLerent ages.  Principles of andragogy have been reported to be eLective in teaching younger individuals. Knowles, Holton, & Swanson, 2005; O’Shea, 2003 9  COMPARISON OF ASSUMPTIONS … Assumptions Pedagogy Andragogy About Learning Need to know Teacher- driven Learner driven Self-concept Accepts direction Self-directed from teacher 10  COMPARISON OF ASSUMPTIONS … Assumptions Pedagogy Andragogy About Learning Role of experience Happens to Integrally involved learner with self-concept Must be acknowledged 11  COMPARISON OF ASSUMPTIONS … Assumptions Pedagogy Andragogy About Learning Readiness to learn Biologic & Evolving social & life Academic roles development Orientation to Subject- centered Life-centered; learning Selected by Task- & problem- teacher centered 12  COMPARISON OF ASSUMPTIONS … Assumptions Pedagogy Andragogy About Learning Motivation External approval Internal drives & by teacher life goals (Knowles, 1990: Knowles et al., 2005). 13 ADULT LEARNING PRINCIPLES  ADULT LEARNING  The andragogy model is based on several assumptions: Adults have the need to know why they are learning something. Adults have a need to be self-directed. Adults bring more work-related experience into the learning situation. Adults enter into a learning experience with a problem- centered approach to learning. Adults are motivated to learn by both extrinsic and intrinsic  ADULT LEARNING PRINCIPLES  Adult learners are diLerent.  It’s not like working with children.  Adults bring valid experience to the learning situation  Adults have immediate needs and objectives  Adults need evidence of usefulness  ADULT LEARNING PRINCIPLES…  Adults need to understand how information will impact the current, or their future situation.  Adults can identify their own learning needs.  Adults are responsible for their own learning  ADULT LEARNING PRINCIPLES…  Adults appreciate an informal, non-threatening learning environment.  Adults may have negative experiences related to goals/situations.  Adults must have a clear understanding of what is expected of them.  ADULT LEARNING PRINCIPLES…  Adults retain information when practice and application is available shortly after information is acquired.  Adults want speci=c feedback on their understanding/performance.  Adults may have short attention/retention ability d/t “information overload”  Adults maintain interest and retain information better when learning with a variety of teaching/learning methods. ADULT LEARNING PRINCIPLES…  Adults work best at their own pace.  Adults learn through active involvement i.e. discussion/experience  Adults learn best by using multiple senses: read = 10% see and hear = 50% hear = 20% say = 70% see = 30% see, hear, do and say = 90%  CHARACTERISTICS OF ADULT LEARNERS  Control over learning.  High motivation to learn.  Pragmatic in learning.  Learning may be a secondary role  Resistant to change.  Adult learners are more diverse.  Draw on past experiences in learning.  Learning is often self-initiated.  Learning is aimed at an immediate goal.  ANDRAGOGY - KNOWLES’ THEORY Assumptions / core principles that apply to all adult learning situations and form the foundation of Knowles’ theory: 1.Need to know 2.Learners’ self-concept 3.Role of learners’ experiences 4.Readiness to learn 5.Orientation to learning 6.Motivation to learn Knowles et al., 2005; Russell, 2006  1. THE NEED TO KNOW  Adults want to understand why they should learn something new before they are willing to learn it. 23  2. Learners’ self- concept…  As a person matures, his self-concept moves from one of being a dependent personality toward one of being a self-directed human being.  Having achieved maturity, adults see themselves as responsible beings in charge of their own lives and capable of making their own decisions.  Adults wish to be respected and treated as being capable of self-direction. 24  3. Role of learners’ experiences  As a person matures, a growing reservoir of experiences accumulates that becomes an increasing resource for learning.  Recognizing adult learners’ experiences & contributions is important.  If adult experiences are ignored or devalued, they will reject eLorts to learn in new ways. 25  4. Readiness to learn  Children are ready to learn according to their biologic development & academic progress.  Developmental readiness is also necessary for adults’ learning.  Needs of adults are related less to their biologic maturation & more to the developing roles in life that they have chosen. 26  4. Readiness to learn…  Associated with ability to meet developmental tasks associated with each stage in adult life.  Adults face real-life situations and want to learn whatever will help them cope with their present circumstances & evolving social roles. 27  5. Orientation to learning  Adults want to learn when it helps them perform a task or deal eLectively with current problems.  Contradicting what occurs in the formal educational system i.e. teacher decides what to be learned & how the subject matter needs to be organized. 28  5. Orientation to learning…  Adults want learning that helps them in the here and now, not learning that will be useful some time in the future.  Andragogy assumes that adults learn better when life- or task-centered problems are the organizing factor.  Adults are reluctant to expend resources to learn K,S,A they do not see relevant to current lives/problems they anticipate having. 29  6. Motivation to learn Internal pressures & personal reasons are eLective motivators for adults also called intrinsic motivators and are characteristic of an individual doing something for its own sake. Ex. Adult studying literature because enjoyable.