Health Education Process (PDF)

HEALTH EDUCATION PROCESS. SLIDESMANIA.  Learning Outcome At the end of the session the students will be able to: 1. Identify the 3 components of determinants of learning 2. Describe the step...

HEALTH EDUCATION PROCESS. SLIDESMANIA.  Learning Outcome At the end of the session the students will be able to: 1. Identify the 3 components of determinants of learning 2. Describe the steps in the assessment of learning needs 3. Differentiate methods in assessing readiness to learn 4. Compare and contrast the Learning Style SLIDESMANIA.  Introduction The education process like the nursing process consists of the basic elements of assessment, planning, implementation, and evaluation Education Process is a systematic, sequential, logical, scientifically based, planned course of action consisting of two major interdependent operations: teaching and learning. The education process focuses on the planning and implementation of teaching based on an assessment and prioritization of the client’s learning needs, readiness to learn, and learning styles. SLIDESMANIA.  Assessment of the Learner Assessment of learning needs are gaps in knowledge that exist between the desired level of performance and actual level of performance. In other words, a learning need is the gap between what someone knows and what someone needs or wants to know. Such gaps may arise because of a lack of knowledge, attitude, or skill. Assessment of learner includes 3 determinants of learning: Learning needs – what the learner needs and wants to learn Readiness to learn – when the learner is receptive to learning Learning style – how the learner best leans SLIDESMANIA.  Assessment of the Learner Of the three determinants of learning, nurse educators must identify learning needs first so that they can design an instructional plan to address any deficits in the cognitive, affective, or psychomotor domains. Once the educator discovers what needs to be taught, he can determine when and how learning can optimally occur. SLIDESMANIA.  Determinants of Learning For patients and families to improve their health and adjust to their medical conditions For students acquiring the information and skills necessary to become a nurse For staff nurses devising more effective approaches to educating and treating patients and one another in partnership SLIDESMANIA.  Assessing the Learning Need This initial step in the process validates the need for learning and the approaches to be used in designing learning experience Identify and prioritize information for the purposes of setting behavioral goals and objectives, planning instructional interventions, and able to evaluate learner has achieved the desired goals and objectives Good assessments ensure that optimal learning can occur with the least amount of stress and anxiety for the learner. Assessment prevents repetition of subject , saves time and energy between the learner and the SLIDESMANIA. educator It helps to establish positive communication between  Steps in Assessing Learning Needs 1. Identify the learner – who is the audience? 2. Choose the right setting - Establishing a trusting environment helps learners feel a sense of security in confiding information, believe their concerns are taken seriously and are considered important, and feel respected. 3. Collect data about the learner - Once the learner is identified, the educator can determine characteristic needs of the population by exploring typical health problems or issues of interest to that population. Subsequently, a literature search can assist the educator SLIDESMANIA. in identifying the type and extent of content to be included in teaching sessions as well as the educational strategies for teaching a specific population based on the  Steps in Assessing Learning Needs 4. Collect data from the learner - Learners are usually the most important source of needs assessment data about themselves. Allow patients and/or family members to identify what is important to them, what they perceive their needs to be, which types of social support systems are available, and which kind of assistance these supports can provide. 5. Involve members of the healthcare team - Other health professionals likely have insight into patient or family needs or the educational needs of the nursing staff or students as a result of their frequent contacts with both consumers and caregivers. Nurses are not the sole teachers of these individuals; thus they must remember to collaborate with other members of the healthcare team for a richer assessment of learning needs. SLIDESMANIA. 6. Prioritize needs - A list of identified needs can become endless and seemingly impossible to accomplish. Maslow’s (1970) hierarchy of human needs can help the educator prioritize so that  Steps in Assessing Learning Needs 7. Determine availability of educational resources - The educator may identify a need, but it may be useless to proceed with interventions if the proper educational resources are not available, are unrealistic to obtain, or do not match the learner’s needs. In this case, it may be better to focus on other identified needs. 8. Assess the demands of the organization - This assessment yields information that reflects the climate of the organization. What are the organization’s philosophy, mission, strategic plan, and goals? The educator should be familiar with standards of performance required in various employee categories, along with job descriptions and hospital, professional, and agency regulations. SLIDESMANIA. 9. Take time-management issues into account - Because time constraints are a major impediment to the assessment process, Rankin and Stallings (2005) suggest the educator should  Although close observation and active listening take time, it is much more efficient and effective to take the time to do a good initial assessment upfront than to waste time by having to go back and uncover information that should have been obtained before beginning instruction. Learners must be given time to offer their own perceptions of their learning needs if the educator expects them to take charge and become actively involved in the learning process. Learners should be asked what they want to learn first, because this step allays their fears and makes it easier for them SLIDESMANIA. to move on to other necessary content (McNeill, 2012). This approach also shows that the nurse  Assessment can be conducted anytime and anywhere the educator has formal or informal contact with learners. Data collection does not have to be restricted to a specific, predetermined schedule. With patients, many potential opportunities for assessment arise, such as when giving a bath, serving a meal, making rounds, and distributing medications. For staff, assessments can be made when stopping to talk in the hallway or while enjoying lunch or break time together. SLIDESMANIA.  Informing a patient ahead of time that the educator wishes to spend time discussing problems or needs gives the person advance notice to sort out his or her thoughts and feelings. In one large metropolitan teaching hospital, this strategy proved effective in increasing patient understanding and satisfaction with transplant discharge information (Frank-Bader et al., 2011). Patients and their families were informed that a specific topic would be discussed on a specific day. Knowing what to expect each day allowed them to review the appropriate handouts ahead of time and prepare questions. It gave SLIDESMANIA. patients and family members the time they needed to identify areas of confusion or concern.  Minimizing interruptions and distractions during planned assessment interviews maximizes productivity. In turn, the educator might accomplish in 15 minutes what otherwise might have taken an hour in less directed, more frequently interrupted circumstances. SLIDESMANIA.  Criteria for Prioritizing Learning Needs Mandatory: Desirable: Possible: Needs that must be Needs that are not Needs for learned for survival life dependent but information that is or situations in which that are related to nice to know but not the learner’s life or well-being or the essential or required safety is threatened. overall ability to or situations in which Learning needs in provide high-quality the learning need is this category must care in situations not directly related to be met immediately. involving changes in daily activities institutional procedure. SLIDESMANIA.  Mandatory A patient who has The nurse who works experienced a in a hospital must recent heart attack learn how to do needs to know the cardiopulmonary signs and resuscitation or be symptoms and able to carry out when to get correct isolation immediate help. techniques for self- protection. SLIDESMANIA.  Desirable It is desirable for It is important for nurses to update their patients who have knowledge by cardiovascular attending an in-service disease to program when hospital understand the management decides effects of a high- to focus more attention fat diet on their on the appropriateness condition. of patient education SLIDESMANIA. materials in relation to the patient populations being served.  Possible The patient who is newly diagnosed as having diabetes mellitus most likely does not need to know about self-care issues that arise in relationship to traveling across time zones or staying in a foreign country because this information does not relate to the patient’s everyday activities. SLIDESMANIA.  Methods to Assess Learning Needs Informal Conversation - learning needs are discovered during impromptu conversations that take place with other healthcare team members Structured Interviews - The educator asks the learner direct and predetermined questions to gather information about learning needs. As with the gathering of any information from a learner in the assessment phase, the nurse should strive to establish a trusting environment, use open-ended questions, choose a setting that is free of distractions, and allow the learner to state what are believed to be the learning needs. It is important to SLIDESMANIA. remain nonjudgmental when collecting information about the learner’s strengths, beliefs, and  Methods of Assessing Learning Needs Focus Groups - A group of 4-12 is created to determine areas of educational need by using group discussion to identify knowledge about a certain topic. With this approach, a facilitator leads the discussion by asking open-ended questions intended to encourage detailed discussion. It is important for facilitators to create a safe environment so that participants feel free to share sensitive information in the group setting Questionnaires - educators can obtain learners’ written responses to questions about learning needs by using survey instruments. Checklists are one of the most common forms of questionnaires. They are easy to SLIDESMANIA. administer, provide more privacy compared to interviews, and yield easy-to-tabulate data.  Methods of Assessing Learning Needs Tests - Giving written pretests before teaching is planned can help identify the knowledge levels of potential learners regarding a particular subject and assist in identifying their specific learning needs. In addition, this approach prevents the educator from repeating already known material in the teaching plan. Observations - Observing health behaviors in several different time periods can help the educator draw conclusions about established patterns of behavior that cannot and should not be drawn from a single observation. SLIDESMANIA. Documentation - Initial assessments, progress notes, nursing care plans, staff notes, and discharge planning forms can provide information about the learning  Readiness to Learn - defined as the time when the learner demonstrates an interest in learning the information necessary to maintain optimal health or to become more skillful in a job. No matter how important the information is or how much the educator feels the recipient of teaching needs the information, if the learner is not ready, then the information will not be absorbed. SLIDESMANIA.  Take Time to Take a PEEK at the Four Types of Readiness to Learn Physical Readiness Emotional Readiness Experiential Readiness Knowledge Readiness Measures of ability Anxiety level Level of aspiration Present knowledge base Complexity of task Support system Past coping mechanisms Cognitive ability Environmental effects Motivation Cultural background Learning disabilities Health status Risk-taking behavior Locus of control Learning styles Gender Frame of mind Developmental stage SLIDESMANIA.  Physical Readiness MEASURES OF ABILITY - Ability to perform a task requires fine and/or gross motor movements, sensory acuity, adequate strength, flexibility, coordination, and endurance. COMPLEXITY OF TASK - Variations in the complexity of the task affect the extent to which the learner can master the behavioral changes in the cognitive, affective, and psychomotor domains. ENVIRONMENTAL EFFECTS - An environment conducive to learning helps to hold the learner’s attention and stimulate interest in learning. Unfavorable conditions, such as extremely high levels of noise or frequent interruptions, can interfere with a learner’s accuracy and precision in performing cognitive and manual dexterity tasks. Intermittent noise tends to have greater disruptive effects on learning than the more rapidly habituated steady-state noise. SLIDESMANIA.  Physical Readiness HEALTH STATUS - The amounts of energy available and the individual’s present comfort level are factors that significantly influence that individual’s readiness to learn. GENDER - Research indicates that women are generally more receptive to medical care and take fewer risks with their health than do men SLIDESMANIA.  Emotional Readiness ANXIETY LEVEL - influences a person’s ability to perform at cognitive, affective, and psychomotor levels. In particular, it affects patients’ ability to concentrate and retain information. Support System - A strong support system decreases anxiety, while the lack of one increases anxiety levels. Motivation - Knowing the motivational level of the learner assists the educator in determining when someone is ready to learn. Risk-Taking Behavior - If patients prefer to participate in activities that may shorten their life spans, rather than complying with a rigid treatment plan, the educator must be willing to teach these patients how to recognize certain body symptoms and then what to do. SLIDESMANIA.  Emotional Readiness Frame of Mind - involves concern about the here and now. If survival is of primary concern, then readiness to learn will be focused on meeting basic human needs. Developmental Stage - Each task associated with human development produces a peak time for readiness to learn, known as a “teach- able moment SLIDESMANIA.  Experiential Readiness Level of Aspiration - The extent to which someone is driven to achieve is related to the type of short- and long-term goals established, not by the educator, but by the learner. Past Coping Mechanisms - The coping mechanisms someone has been using must be explored to understand how the learner has dealt with previous problems. Cultural Background - Knowledge on the part of the educator about other cultures and being sensitive to behavioral differences between cultures are important to avoid teaching in opposition to cultural beliefs SLIDESMANIA.  Experiential Readiness Locus of Control - Whether readiness to learn comes from internal or external stimuli can be determined by ascertaining the learner’s previous life patterns of responsibility and assertiveness. When patients are internally motivated to learn, they have what is known as an internal locus of control. They are ready to learn when they feel a need to know about something. This drive to learn comes from within the learner. Usually, this type of learner will indicate a need to know by asking questions. Remember that when someone asks a question, the time is prime for learning. If patients have an external locus of control— that is, they are externally motivated—then someone other than themselves must encourage a feeling of wanting to know something. The responsibility often falls on the educator’s shoulders to motivate them to want to learn. SLIDESMANIA.  Knowledge Readiness Present Knowledge Base - How much someone already knows about a particular subject or how proficient that person is at performing a task is an important factor to determine before designing and implementing instruction, Cognitive Ability - The extent to which information can be processed is indicative of the level at which the learner is capable of learning. Learning Disabilities - Other than those deficits caused by mental retardation, learning disabilities and low-level reading skills are not necessarily indicative of an individual’s intellectual abilities but will require special or innovative approaches to instruction to sustain or bolster readiness to learn SLIDESMANIA.  Knowledge Readiness Learning Styles - A variety of preferred styles of learning exist, and assessing how someone learns best will help the educator to select teaching approaches accordingly. Knowing the teaching methods and materials with which a learner is most comfortable or, conversely, does not tolerate well will help the educator to tailor teaching to meet the needs of individuals with different styles of learning, thereby increasing their readiness to learn SLIDESMANIA.  Learning Styles Learning style refers to the ways individuals process information (Guild & Garger, 1998). Learning styles as the way the learners that learners learn that takes into account the cognitive, affective and physiological factor Each learner is unique and complex The learning style models are based on the characteristics of style are biological in origin, others are sociologically developed as a result of environmental influences. Recognizing that people have different approaches to learning. SLIDESMANIA.  Determining learning styles Observation of the learner By observing the learner in action, the educator can ascertain how the learner grasps information and solves problems Interview The educator can ask the learner about preferred ways of learning as well as the environment most comfortable for learning Administration of learning style instruments The educator can administer learning style instruments. SLIDESMANIA.  Right-Brain/Left-Brain and Whole-Brain Thinking Left-Hemisphere Functions Right Hemisphere Functions Analytical Thinking Prefers talking and writing is creative, intuitive, divergent, Responds to verbal diffuse instructions and explanations Synthesizing Recognizes/remembers Prefers drawing and manipulating names objects Relies on language in Responds to written instructions thinking and remembering and explanations Solves problems by Recognizes and remembers breaking them into parts, faces then approaches the problem Relies on images in thinking and sequentially, using logic remembering Good organizational skills, Loose organizational skills, sloppy neat Likes change, uncertainty Ned Hermann’s Four Dominant Quadrants  Analytical (Quadrant A). Likes stability, willing to Frequently loses contact with time  Sequential (Quadrant B). adhere to rules and schedules SLIDESMANIA.  Interpersonal (Quadrant C). Geometry is the preferred math  Imaginative (Quadrant D). Good at interpreting body language Free with emotions SLIDESMANIA.  In 1967, Rita Dunn and Kenneth Dunn set out to develop a user-friendly model that would assist educators in identifying characteristics that allow individuals to learn in different ways (Dunn & Dunn, 1978). Environmental Domain: Sound – Does your learner like silence, light background noise, or a noisy environment? Light – Does your child prefer bright fluorescent or incandescent light, dim light, or natural light? Temperature – Does your learner prefer a cold, cool, warm, or toasty environment? Seating – Does your child prefer a lounge chair, solid high-back chair, lying on the floor, or another position for reading or studying? Emotional Domain: consider your child’s level of motivation, task persistence, conformity, and need for a structured environment. Sociological Domain: consider your child’s preference for studying alone, in pairs, with peers, in a team environment, with an adult as a teacher, or in a variety of social settings. SLIDESMANIA.  Physiological Domain: you consider your child’s preference for the modes of learning in the VAKT model (auditory, visual, tactile, and kinesthetic). You also consider your child’s best time of day for learning activities. Psychological Domain: you’ll consider your child’s learning style as it falls into an analytic/global thinking style or a more impulsive/reflective style.. SLIDESMANIA.  Myers and Briggs Learning Style Carl G. Jung (1921/1971), a Swiss psychiatrist, developed a theory that explains personality similarities and differences by identifying attitudes of people (extraverts and introverts) Isabel Myers and her mother, Katherine Briggs, became convinced that Jung’s theories had an application for increasing human understanding. According to Myers Briggs learning styles, we all have inborn learning preferences. When students don’t understand the lesson teachers can help them to grasp the material in their own way using research-based framework that is suggested by MBTI test. Myers–Briggs Type Indicator (MBTI) that permits people to learn about their own type of behavior and understand themselves better with respect to the way in which they interact with others. SLIDESMANIA.  Myers and Briggs Learning Style SLIDESMANIA. SLIDESMANIA. SLIDESMANIA.  Myers and Briggs Learning Style (E) – Extrovert. Strives to organize the outer world and things. (I) – Introvert. Organizes the inner world in concepts and notions. (S) – Sensing. Uses facts to operate. (N) – Intuition. Uses the power of imagination. (T) – Thinking. Makes the decisions based on logic. (F) – Feeling. Uses personal values and feelings for making choices. (P) – Perceiving. Wants to be flexible, adaptable and open to changes. (J) – Judging. Decides critically and is comfortable with everything being planned. SLIDESMANIA.  Kolb's Learning Style David Kolb (1984), developed his learning style model in the early 1970s. Kolb believed that knowledge is acquired through a transformational process, which is continuously created and recreated. The learner is not a blank slate but rather approaches a topic to be learned with preconceived idea. He hypothesizes that learning results from the way learners perceive as well as how they process what they perceive. Kolb’s model, known as the cycle of learning includes four modes of learning that reflect two major SLIDESMANIA. dimensions: perception and processing. SLIDESMANIA.  Kolb’s theory defines experiential learning as a four-stage process: Concrete learning – occurs when a learner has a new experience or interprets a previous experience in a new way. For example, a nursing student has to learn a new procedure as part of their clinical education. Reflective observation – the learner reflects on the new experience to understand what it means. In our example, SLIDESMANIA. the nursing student might think about how they could have done the procedure better.  Kolb’s theory defines experiential learning as a four-stage process: Abstract conceptualization – the learner adapts their thinking or constructs new ideas based on experience and reflection. For example, the nursing student realizes they need to have all their materials ready before starting the procedure. Active experimentation – the learner applies their new ideas to real-world situations to test whether they work and see if any changes need to be made. This process can happen quickly or over an extended time. Our nursing student might note how SLIDESMANIA. smoothly things go consistently when they have everything ready for a procedure in advance.  The Importance of Preferences in David Kolb’s Experiential Learning Cycle The four stages of Kolb’s model are portrayed as an experiential learning cycle. Learners can enter the cycle at any time. For example, imagine a group of students are learning to use computer-aided design (CAD) software. One student might begin the learning process by observing others using it. Another learner might start by reading about the program. Still, another learner might immediately jump in and have a go at using it. Kolb explains learners have natural preferences for how they enter the experiential learning cycle. “Because of our hereditary equipment, our particular past life SLIDESMANIA. experiences, and the demands of our environment, we develop a preferred way of choosing,” he wrote.  Kolb’s learning styles are: Diverging – In this learning style, learners focus on concrete experience and reflective observation. They prefer to watch and reflect on what they’ve observed before jumping in. Assimilating – This learning style incorporates learners who favor abstract conceptualization and reflective observation. They like using analytical models to explore and prefer concepts and abstract ideas. Converging – Learners using this learning style focus on abstract conceptualization and active experimentation. They like to solve problems and enjoy applying learning to practical issues. Accommodating – Learners using this learning style SLIDESMANIA. favor concrete experience and active experimentation. They relish a challenge and using intuition to solve  Experiential learning has many benefits for students, including: The chance to immediately apply the learning process to real-world experiences, which supports knowledge retention Improved motivation, as students are more excited about learning in real-world situations Promotion of learning through reflection, which deepens and strengthens the learning experience The chances to make good use of their preferred style of learning Enhanced teamwork because experiential learning often involves working as part of a team The opportunity to prepare for future work through SLIDESMANIA. genuine, meaningful real-world practice The chances to meet colleagues and potential  Gardner Multiple Intelligence Psychologist Howard Gardner (1983) developed a theory focused on the multiple kinds of intelligence in children. Gardner based his theory on findings from brain research, developmental work, and psychological testing. When you hear the word intelligence, the concept of IQ testing may immediately come to mind. Intelligence is often defined as our intellectual potential; something we are born with, something that can be measured, and a capacity that is difficult to change. In recent years, however, other views of intelligence have emerged, including Gardner's suggestion that multiple different types of intelligence may exist. SLIDESMANIA.  Gardner Multiple Intelligence SLIDESMANIA.  Gardner Multiple Intelligence SLIDESMANIA.  Gardner Multiple Intelligence SLIDESMANIA.  Gardner Multiple Intelligence SLIDESMANIA.  Gardner Multiple Intelligence SLIDESMANIA.  Gardner Multiple Intelligence SLIDESMANIA.  Gardner Multiple Intelligence SLIDESMANIA.  Gardner Multiple Intelligence SLIDESMANIA.  Gardner Multiple Intelligence SLIDESMANIA.  Gardner Multiple Intelligence SLIDESMANIA.  Summary The educator chooses the teaching approaches and learning activities best suited for an individual. Identifying and prioritizing learning needs require the educator to discover what the learner feels is important and the educator knows to be important. Once needs are identified and agreed upon, the educator must assess the learner’s readiness to learn based on the physical, emotional, experiential, and knowledge components specific to each learner. Assessing learning styles by interviewing, observing, and using instrument measurement can reveal how individuals best learn as well as how they prefer to learn. SLIDESMANIA. SLIDESMANIA.