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GROUP 3 - BSN2K Chapter 8: Health Education & Health Literacy NCM 104 (LECTURE) 27 SEPTEMBER, 2024  Team Members Castillo, Princess Dela Cruz, Noviem Llave, Hillary Marbida, Jamaeca Kanalee Shawntei Molina,...

GROUP 3 - BSN2K Chapter 8: Health Education & Health Literacy NCM 104 (LECTURE) 27 SEPTEMBER, 2024  Team Members Castillo, Princess Dela Cruz, Noviem Llave, Hillary Marbida, Jamaeca Kanalee Shawntei Molina, Chrisghine Ramirez, Renori Tatlonghari, Prince Gwen Learning Objectives: Define health education as a vital tool in public health nursing Describe the goals of health education within the community setting. Examine the nurse’s role in community education within a sociopolitical and cultural context. Select a learning theory, and describe its application to the individual, family, or community. Examine innovative and effective teaching and learning strategies that exemplify comm centeres health education for the individual, family, and or aggregriate/group.  Health Education is a continuous, dynamic, complex and planned teaching-learning process throughout the lifespan and in different settings that is implemented through an equitable and negotiated client and health professional ‘partnership’ to facilitate and empower the person to promote/initiate lifestyle-related behavioral changes that promote positive health status outcomes (Pueyo-Garrigues et al., 2019).  Health Health Education Education Historically, teaching has been a Community health education significant nursing responsibility looks at the health of a community since Florence Nightingale’s as a whole, seeking to identify (1859) early work. health issues and trends within a Gardner (1936) emphasized that population and work with health teaching is one of the most stakeholders to find solutions to fundamental nursing principles these concerns. and that “a nurse, in even the most It is a Cost-Effective Approach. obscure position must be a teacher of no mean order.”  Purpose of Health Education The goal of health education is to enhance general well-being in both people and communities by influencing health-related behaviors. It achieves this through three main ways: Predispose Enable Reinforce already Beyond simply good behaviors Health education aims encouraging change, Health education to predispose health education doesn’t just focus on individuals to adopt empowers individuals changing negative healthy behaviors by by providing them with behaviors; it also aims increasing their the skills and resources to reinforce and sustain knowledge and they need to act on their good practices. changing attitudes. knowledge. Importance: Health education impacts many areas of wellness within a community, including: Chronic disease awareness and prevention Injury and violence prevention Maternal and infant health Mental and behavioral health Nutrition, exercise and obesity prevention Tobacco use and substance abuse  Learning theories Enduring Change: Learning involves modifications of Learning theories insights, behaviors, perceptions, or motivations (Bigge & Shermis, 2004). provide a framework Insights - refers to an individual’s or group’s ability to for understanding grasp the deeper meaning of health information and how individuals, understand its relevance in their lives. Behaviors - Learning is not complete unless it results in families, and groups individuals adopting healthier behaviors. acquire knowledge, Perceptions - Perceptions influence how individuals view change behaviors, health risks, illness, and wellness. Changing these perceptions is crucial for effective health education. and adapt to new Motivation - Effective health education not only provides information. knowledge but also inspires and motivates individuals to take action.  Learning Theories Assist in understanding how individuals, families, and groups learn Cognitive Learning Social Learning Stimulus-Response Theory Theory (S-R) Conditioning (Behavioristic) focus on the mental the study of learned is rooted in behaviorism. It processes involved in behaviors through the suggests that learning occurs acquiring and processing observation, modeling, through interactions with the new information. and imitating of new environment, where a stimulus behaviors that are (an external event) prompts a holds that an individual's response (a behavior). Over capacity to process reinforced by other time, behaviors are reinforced information is finite. people, or “models.” by rewards or consequences, leading to conditioned learning.  Learning Theories Assist in understanding how individuals, families, and groups learn Diffusion of Maslow’s Hierarchy Humanistic Theory Innovations Theory of Needs emphasizes personal explain motivation by growth, self-actualization, the passage of a new addressing how basic needs and the development of an idea through stages (such as food, safety, and individual’s full potential. It is of adoption by health) must be met before based on the belief that different people who individuals can focus on humans are inherently good participate in or begin higher-level goals such as and have a natural drive to using the new idea. self-improvement or make choices that benefit prevention of future illness. their personal well-being.  Analysis Phase Conduct a comprehensive analysis of current sales performance, market trends, and consumer behavior. Identify strengths, weaknesses, opportunities, and threats (SWOT analysis) in the existing sales strategy. Project Strategy Development Brainstorm and devise new strategies to leverage strengths Objectives and opportunities. Develop a multifaceted approach integrating marketing, sales promotions, and customer engagement. Implementation Plan Create a detailed timeline with specific milestones and responsibilities. Determine key performance indicators (KPIs) to measure the success of the new strategies. KNOWLE’S ASSUMPTIONS ABOUT ADULT LEARNERS Key Characteristics Facilitative Learning Affecting Learning: Environment Client's Need to Adults learn better in a Know nonrestrictive, nonstructured Concept of Self environment (Knowles, 1988, Readiness to Learn 1989). Orientation to Learning Self-Directing & Empowering Nurses should foster a self- Experience directing and self- Motivation empowering atmosphere for adult learners.  HEALTH EDUCATION MODELS Application of Theories - Nursing uses educational theories and principles to create tailored interventions for individuals, families, and groups in diverse health settings. Guiding Nursing Interventions - These models offer a structured framework for nurses to plan and deliver effective health education that promotes behavior change. Understanding Health Behavior - Health education models help nurses explain why individuals engage (or don't engage) in preventive health actions, providing insights for better patient care.  MODELS OF INDIVIDUAL BEHAVIOR 1. Health Belief Model (HBM): Based on value expectancy. Focus: Predicts health behavior based on individual beliefs about perceived susceptibility, severity, benefits, and barriers. Developed initially for tuberculosis screening (Hochbaum, 1958), then applied broadly. Considers self-efficacy—belief in one’s ability to perform a behavior. Health Belief Model  MODELS OF INDIVIDUAL BEHAVIOR Limitations of the HBM Measurement Issues: Difficulty establishing consistent measurement of key HBM concepts. Variability Across Behaviors: Predictive power differs based on the behavior being measured (e.g., cancer screening vs. vaccination). Multicultural Relevance: The HBM’s application across diverse racial and ethnic groups needs further research for validity.  MODELS OF INDIVIDUAL BEHAVIOR 2. Health Promotion Model (HPM): Developed by Pender in 1982. Focuses on individual characteristics and experience, behavior- specific cognitions and affect, and behavioral outcomes. Uses holistic nursing framework and does not rely on personal threat as motivation like HBM. Emphasizes competence and empowerment in achieving health and well-being. Health Promotion Model  MODEL OF HEALTH EDUCATION EMPOWERMENT Empowerment models encourage community involvement in health decisions, promoting self-efficacy and collective action. Van Wyk (1999) Nurses cannot assign power and control to the individual within the community, but, rather, that the "power" must be taken on by the individual and community with the nurse guiding this dynamic process. Health education should focus on social determinants and advocate for systemic change, ensuring long-term, sustainable health improvements.  Paulo Freire: a focus on problem solving education A Brazilian educator and philosopher Known for his influential ideas on education and literacy, especially among marginalized communities Advocated for education as a tool for empowerment, particularly among the poor and oppressed Problem-Solving Approach to Education Freire’s problem-solving In Freire’s method: approach contrasts with Learning is active and traditional education, often collaborative. described as the "banking Education is not about model," where students memorizing facts, but passively receive critical thinking and knowledge. reflection.  Active Participation and Dialog nurses health teaching engage in continuous, open-ended dialog. Key Education is a collaborative process, rather than a top- down transfer of knowledge. Features Critical and Reflective Learning Learners are encouraged to be critical and reflective. of Freire’s Focus on real-world issues, such as health or social concerns, that are relevant to the learners’ lives. Approach Participatory Group Process health Education takes place within groups, fostering participation and mutual learning. The process is dynamic, with learners contributing their experiences and insights.  Impact on Health Education Freire’s approach is highly applicable to health education: Learners become aware of their health issues and the social determinants impacting them. Group discussions, reflection, and participation help communities identify health priorities and work toward solutions collaboratively.  Health Education and Community Engagement Practice Empowerment - Help individuals, families, and groups to gain insight and mastery over life situations though problem solving and dialogue Principle of Relevancy - Knowing what issues are important to the community members Principle of Participation - Learn by doing  Health Education and Community Engagement Practice Issue selection - identify the problems that the community believes are specific, meaningful, and attainable Creation of Critical Consciousness - Encourage relationships of equality and mutual respect among group members and educators to identify root problems and generate appropriate action plans. Social Capital - Foster relationships (networks) between community members (i.e., trust, engagement)  Community Empowerment  Community Empowerment Community empowerment refers to the process of enabling communities to increase control over their lives. 'Empowerment' refers to the process by which people gain control over the factors and decisions that shape their lives. It is the process by which they increase their assets and attributes and build capacities to gain access, partners, networks, and/or a voice in order to gain control. "Enabling" suggests that individuals cannot rely on others to "empower" them; instead, they must gain more power in its various forms (Laverack, 2008). KEY PRINCIPLES: Self-reliance Participation Equity Social Justice Key Principles: Questions to Ask: What is known about the audience and from what sources? What are the communication and education objectives and goals?  Advocate Administrator Caregiver Case Manager Coach Nurses Collaborator Community Care Agent Consultant Counselor Role In Culture Broker Educator Facilitator of Health-promoting Behaviors Information Agent and Broker Health Innovator Liaison Mediator Navigator Education Negotiator Policy analyst, Policy maker, or Change agent Promoter of Collaborative Partnerships Promoter of self-care and self-efficacy Referral resource Researcher Sensitizer Social Activist NURSES ROLE IN HEALTH EDUCATION The role of the nurse as health educator is especially important in light of the increasing diversity and demographically changing population in communities, technological advancement in health care and communications, and attention on social determination of health.  Framework for Developing Health Communications Stage I: Planning and Strategy Development The planning stage provides the foundation for a communication program’s planning process and is crucial in setting the stage for creating salient communications. Questions to Ask: Who is the intended audience? What are the communication and education objectives and goals? Collaborative Actions to Take: Review available data from health statistics, census data, local sources, libraries, newspapers, and local or community stakeholders. Get community partners involved.  Stage II: Developing and Pretesting Concepts, Messages, and Materials The nurse’s decisions on stage I can help guide him or her in selecting appropriate communication channels and producing effective and relevant materials. Consider how to reach the intended audience and use interesting and engaging supporting materials and media. Questions to Ask: Collaborative Actions to How will the intended Take: audience react to the Develop relevant materials message? with the target audience. Will the audience Pretest the message and understand, accept, and materials and obtain use the message? audience feedback Stage III: Implementing the Program The nurse introduces the health education message and program to the intended audience and reviews and revises necessary components. The nurse also analyzes the program and health message for effectiveness and tracks the mechanisms using process evaluation. Questions to Ask: How do we maintain interest and sustainability? What are the strengths of the health program? Collaborative Actions to Take: Work with community organizations, adult education centers, businesses, media, and other health agencies to enhance effectiveness. Monitor and track progress  Stage IV: Assessing Effectiveness and Making Refinements Outcome evaluation examines whether changes in knowledge, attitudes, and behavior did or did not occur as a result of the program. Together with the process evaluation, the data inform how well the program is functioning and direct future modifications. Questions to Ask: Collaborative Actions to Take: What was learned? Reassess and revise goals What worked well, and and objectives. what did not work well? Modify unsuccessful strategies or activities.  Community Empowerment  Summary Health education is a health promotion activity that aims to influence people to adapt healthier options in life. The goal of health education is to influence people to change behavior in the areas of knowledge, skills, and attitude. The purposes of health education are: promote health, maintain health, and restore health thru creation of learning activities. For health education to be successful, learning needs of the community should be identified. Participatory approaches are considered as gold standard in designing and planning community health education. Community empowerment through health education is a major aim of Public Health. REFERENCES: Pueyo-Garrigues, M., Whitehead, D., Pardavila-Belio, M. I., Canga-Armayor, A., Pueyo-Garrigues, S., & Canga-Armayor, N. (2019). Health education: A Rogerian concept analysis. International Journal of Nursing Studies, 94, 131–138. https://doi.org/10.1016/j.ijnurstu.2019.03.005 Social Learning Theory: Theoretical Approach to social work. (2022, June 22). socialworklicensemap.com. https://socialworklicensemap.com/social-work- resources/social-learning-theory-and-its-importance-to-social- work/#:~:text=Social%20learning%20theory%20is%20the,rewarded%20in%20the% 20social%20environment. “Methods & Approaches of Health Education.” n.d. BrainKart. https://www.brainkart.com/article/Methods---Approaches-of-Health- Education_35531/. Pandey, Sita. 2024. “Health Education Methods.” SITA PANDEY. February 25, 2024. https://sitapandey.com.np/health-education-methods/. Thank You