Health Education - Overview of Healthcare and Change

Health Education NCM 102 ROMERSON B. BORJA RN, REB  Overview of Education on Healthcare and Change Intended Learning Outcome At the end of this chapter, the student will be able to:  Differentiate education, health, and health education;  Explain the objectives and processes...

Health Education NCM 102 ROMERSON B. BORJA RN, REB  Overview of Education on Healthcare and Change Intended Learning Outcome At the end of this chapter, the student will be able to:  Differentiate education, health, and health education;  Explain the objectives and processes of health education;  Differentiate the three types of health education;  Explain the importance and the various and the various dimensions of health education;  Discuss the change process and the various factors that affect change;  Discuss the various strategies in the management of change;  Explain the impact of change on the Filipino health value system. Patient Education  Itis a planned interactive learning process designed to support and enable patients to manage their life with disease and or optimize their health and well being  Patient education has been part of health care since the first patient was advised about treating his or her ailments.  Historical Foundation of Patient Education in Health care  For a long time, health care and teaching were pursued by religious orders. 1. Sisters 2. Priests Earliest healers – physician, midwives, herbalist, shamans during the pre historic times “Albularyos” or local doctors had been tending to the health needs of the community prior. During 1800s to 20th century – 1st phase in the development of organized health care, several factors influence the growth of patient education.  Emergence of Nursing and other health profesionals  Technological development The religious sisters continued to be nurses until lay individuals were able to secure nursing degree in the 1800s. In the longest time, teaching in health education adapted the norms of transmitting knowledge for the sake of teaching the students. There was neither an effort to understand the learning process nor the learner. However, teaching was more than it is known today. Good Teaching - It is more than just an intellectual knowledge. -It is a very thorough discipline, which demands , among others, adaptability, inventiveness and creativity. - The teaching should be able to adapt to both different situations and types of students. - The teacher must constantly be creative of new approaches to teaching. - Teachers of Nursing must keep both body of knowledge and skills continually updated and evolving and keep striving to improve and supplement their existing knowledge and attain deeper understanding of the nursing profession. This helps prepare the students for challenges they will face, with the advancing technology in nursing practice and patient care and their increasingly complex responsibilities.  Health Education  Refers to the act of providing information and learning experiences for purposes of behavior change and improved health of the client.  The acquisition of knowledge through exchange of information from the teacher and the learner facilitates better understanding of the need for change.  According to the Join Committee of Health Education (2005), it is a process with intellectual, psychological and social dimensions relating to activities that increase the abilities of people to make informed decisions affecting their personal, family and community well-being. The process facilitates learning and behavioral change in both health personnel and consumers including children and youth. The Process of Health Education Health Education consists of learning experiences that promote behavior conducive to good health. It provides the tool for developing the following: 1. Physical Health 2. Emotional Health 3. Mental Health 4. Social Health 5. Spiritual Health Green and Ottoson (2012) posited that health education is based on the assumption that “beneficial health in both children and adult results from the combination of planned, consistent, integrated learning opportunities.” This assumption rests on direct evidence from the evaluation of health programs in schools, worksites, medical settings, and the mass media. “The challenge for the educator is to find the mot productive ways of influencing voluntary individual and community behavior without violating individual freedom.” -Green and Ottoson The process of health education has certain key aspects:  It is a planned opportunity of learning through information about health guided by specific goals, objectives, activities and evaluation criteria.  It occurs in a specific setting.  It is a program of series or events that introduces concepts at appropriate learning levels.  It is based on what was previously learned in order to determine what is to be learned in the future.  It comprehensively emphasizes how the various aspects of health interrelate and how health affects the quality of life.  It includes interaction between the qualified educator and learner. “Effective health instruction hinges on two interrelated issues; “What to teach and how to teach it.” -Heidgerken Health educators plan and conduct health teachings for the following purposes, which is for client to:  Be aware of the values of health.  Develop the skills in the promotion and maintenance of health.  Acquire and apply concepts and information received.  Develop and discuss opinions regarding health.  Formulate accurate and effective decision-making. Purposes of Health Education  A means of propagating Health Promotion and Disease Prevention.  Used to modify or continue Health Behaviors as necessary.  Provides Health Information and Services.  Emphasizes good health habits and practices as an integral aspecrs of culture, media and technology.  A means to communicate vital information to the public.  It is also a form of advocacy. Types of Health Education  Biological -Information about human biology and hygiene. The nurse provides health information about the human body and how to take care of it.  Health Resource -Health services which direct the individual regarding the “sensible” use of health care resources.  Society and Environmental -An environment in which health choices are made. This concerned with national, regional and local education policies which are often pursued and implemented without considering health consequences. Dimension of the Health Education Process  Substantive or Curricular Dimension  Procedural or Methodological Dimension  Environmental or Social Dimension  Human Relations or Interactional Dimension Substantive or Curricular Dimension -it refers to the subject matters specific to nursing education and is best embodied by the phrase with “What is taught and what is learned”. Subject matter is usually listed in the course curriculum which includes all basic information and learning activities for a particular planned purpose and directed by a faculty member for a specific group of students. Substantive or curricular dimension also refers to the providing opportunities for nursing students to acquire essential knowledge, skills and attitudes that will prepare them for professional duties and responsibilities in actual nursing practice. Procedural or Methodological Dimension -it consists of strategies or methods of teaching which motivates students to learn. These are learner activities in teaching concepts ranging from those planned by the teacher to those self-initiated by the students in their quest for knowledge. Some of the more common challenges encountered by teachers in dealing with students in the course of the learning process are the following: 1. Choice of the most appropriate methods in helping the students learn. 2. Identification of the method most likely to lead and direct learners on their own. 3. Initiation of the ways that continue the lifelong process of learning. NOTE: When the learner shows resistance or difficulty in adapting to the learning process, it is important to understand her goals and motivation toward achieving these goals, her ability to effect change, her previous knowledge and experiences. This helps determine the kind of learning activities on the individual needs that will be most effective in overcoming the difficulty of imparting the knowledge needed or desired by the learner. Environmental or Social Dimension - refers to physical and social factors in the teaching-learning situation. It also refers to extrinsic factors that capture the interest of the learner. In turn, it makes students adapt to varying changes in order to see the difference between what is ideal from what is real. Physical Factors refer to the actual setting where learning takes place, including the following: 1. The classroom, equipped with audiovisual materials. 2. Laboratory settings, such as skills laboratory, RLE laboratory commensurate with the number of students and consistent with the standards of nursing education. 3. Home-based and modern or traditional hospital set-ups. 4. Community health agencies. NOTE: The crucial aspect of the environmental dimension of learning is the human or social factor, because relationship between teacher and learners determine the quality of the learning climate that prevails.  When the teacher and learners congregate, each brings a definite personality pattern such as aims, values and social habits among others, all of which have to fuse together in order for effective learning to take place. Objectives of Education Derived from the Philosophy of Nursing Education The Educative Process Substantive Environmental Dimension Dimension Human Relations Dimension Procedural Dimension Figure 1: Heidgerken’s Conceptual Model of the Total Educational Process For Nursing Outcomes of the Educational Process Human Relations Dimension  This dimension takes into account the relationship of the Nurse Educator with the individuals involved in the nursing care practice, which influence the effectiveness of the teaching and learning process. It includes the following: 1. The learners who are the recipients of knowledge. 2. The teacher as the source of knowledge. 3. Administrator, who are the resource allocator. 4. Group of learners, who use the holistic knowledge in a discipline. 5. Patient, as end-users of nurses’ teaching and learning experiences. 6. Nursing Service Personnel knowledge of and training support for students. 7. Allied Health Personnel and their group interactions. Aspects of Health Education  Behavioral Sciences The Behavioral Sciences which incorporate Psychology, Sociology, and Cultural Anthropology, are concerned with how people behave and why they behave in a particular way (Feldman: 2006). They define the primary determinants of behavior as follows: 1. Psychological predispositions: such as attitudes, knowledge, beliefs, skills and experiences. 2. Environmental reinforcements: family, friends, authority figures, and associates. 3. Socio-cultural context: sustained societal norms such as attitudes and behavior, Behavior change is a desired outcome of health education; hence primary behavioral determinants are crucial to the practice of a nurse as a health educator and clients as recipients of health care.  Public Health Health Promotion is a common function in public health agencies. Health education relies on public health and health statistics for epidemiologic information. Determinants of health problems includes the environment, medical care, personal lifestyle which are often discovered in the public health realm. Other issues, such as population dynamics, epidemiology, and biomedical science are deeply rooted to public health.  Education This refers to the study and practice of teaching and learning which plays a vital role in the development of health education. Learning theory, educational psychology, human development, pedagogy, andragogy, curriculum development, measurement, and testing are all rooted in the education literature. Importance of Health Education “Nothing is permanent but change” -Heraclitus (500 BC)  Enhance knowledge awareness  Promote health, safety and security of the people  Develop and improve community resources  Increases productivity and strength of character  Disease prevention  Minimize Cost  Self-reliant behavior The Change Process  Perceive the need for change  Initiate group interaction  Implement the change one step at a time  Evaluate the overall results of the change process and make further adjustment Managing Change Considering how far-reaching the effects of change can be, it is important to identify a particular management strategy for change (Jones: 2007).  Thinking-Practice Strategy This is a strategy which assumes that learners are rational beings with mental faculties and behave according to their personal beliefs, interest and motivation.  Interest and Commitment Strategy This strategy assumes that learners always act consistently with their desire to change and commitment to socio-cultural norms of behavior.  Power and Self Discipline Strategy This is a strategy which makes learners comply with the instructions given by the teacher as an authoritative figure in order to bring about change. Factors Affecting Change  Culture  Demographics  Socio-economic Conditions and environmental circumstances  State of Wellness and Development Culture Culture determines the beliefs and values important to the learner that may delineate her potential development for the change. Some cultures may compete with change, other welcome change while some resist change. Thus, the socio-cultural background and the learner’s personal characteristics influence the process of change. Demographics This pertains to the learner’s age, gender, heredity, and environment which may determine innate qualities and potentials as well as tendencies and level of response of the learners to a learning stimulus. Socio-economic Conditions and Environmental Circumstances This may involve the learner’s adaptability, flexibility and capabilities in creating change that may influence the quality and quantity of response to the change process. The learner’s position in the community, social interactions and economic status greatly affects much of the learner’s response to change. State of Wellness and Development The learner’s state of well-being and development relates to his physical, emotional, intellectual and spiritual health. This affects the instinctive qualities of the learner’s response to a stimuli and capability of coping with stress-related situations. Change and its Effect on the Filipino Health Value System Based on the list of change barriers, the Philippines is a classic example of how a large scale change can influence the state of the healthcare system. Following are some medical health remedies used by Filipinos:  Home Remedies One remedy is the use of oils and ointments, often Chinese in origin, which serves as cure-all for relaxing, heating and comforting the muscles or providing relief for dizziness, colds, headaches, and sore throats, among others. This includes, simple touch, adequate rest, light massage or effleurage, salt gargle, increased water intake, and ventilated rooms, among others.  Traditional Healing Techniques The use of herbal medicinal leaves such as lagundi, banaba, pito-pito and other sources like the bark of trees and stem of plants which provide relief. This can be used in the treatment of various diseases and disorders in the absence of western medical intervention or medical equipment.   Supernatural Healing or the Use of Faith Healers Supernatural healing is a holistic and uniform approach to healing, which incorporates belief in the concurrent physical, emotional, and spiritual state of the patient. “Healing which is the foremost function of therapeutic touch, could be called a humanization of energy in the interest of helping or healing others or oneself.” -Dolores Kreiger  Faith healing uses techniques which include blessing of the body with holy water, prayers and devotions, laying hands on the patient’s body, and anointing with oil, flagellation or isolation. In the laying of hands, it appears as if the healer is transferring the healing energy From his or her hands to the patient’s affected body part. Typically, the patient Attests to the energy that seems to enter the body and provide instant well-being.  Regulated Drugs or Medicines These are research-based drugs commonly referred to as regulated “prescription drugs”. They require prescription from doctors due to expected adverse effects. These are mostly produced and manufactured by pharmaceutical companies.  Over-the-Counter Drugs These are non-prescription drugs or medicine mostly produced and manufactured by multinational pharmaceutical companies. They can be bought by a patient from the counter without prescription from the physician. Examples of these are analgesics, or antipyretics, paracetamol, ibuprofen, antacids, and laxatives among others. Thank you !!!