Lecture 2: Historical Foundation to Education & Professional Communication PDF

HISTORICAL FOUNDATION TO EDUCATION AND THE PROFESSIONAL COMMUNICATION Dr. Nahla Shehabelden Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com.  LEARNING OUTCOME 1. Identify the historical foundations for patie...

HISTORICAL FOUNDATION TO EDUCATION AND THE PROFESSIONAL COMMUNICATION Dr. Nahla Shehabelden Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com.  LEARNING OUTCOME 1. Identify the historical foundations for patient education 2. Determine the evolution of the teaching role of nurses 3. Define teaching and learning 4. Describe approaches to teaching and learning 5. Identify the different learning styles 6. Explain teaching- learning process  INTRODUCTION Teaching is an important part of the process of education. It is a method for monitoring and judging the overall quality of learning or teaching based on objective data and scientific criteria.  Historical foundations for patient education in health care ⦿ Patient education has been a part of health care since the first healer gave the first patient advice about treating his/her illness. ⦿ Although the term patient education was not specifically used, considerable efforts by the earliest healers to inform, encourage, and caution patients to follow appropriate hygienic and therapeutic measure occurred even in prehistoric times  Historical foundations for patient education in health care ⦿ Began after World War II Period of significant scientific accomplishments 1) 1. In 1960s Health care viewed as a right, not a privilege 2) 2. In 1970s Publication of The Need for Patient Education  Historical foundations for patient education in health care 3. In1980s and 1990s ◼ Healthy People initiatives ◼ Pew Health Professions Commission(PHPC) Published a broad set of competencies for the 21st century ⦿The Pew health Professions Commission release a new set of competencies report. ⦿ Many of competences deal with the teaching role of health professionals.  Historical foundations for patient education in health care These competencies for the practice of health care include the need for all health professionals to do the following: 1)Embrace a personal ethic of social responsibility and services. 2)Provide evidence-based, clinically competent care. 3)Incorporate the multiple determinants of health in clinical care. 4)Rigorously practice preventive health care.  Historical foundations for patient education in health care 5) Improve access to health care for those with unmet health needs. 6) Practice relationship-centered care with individuals and families. 7) Provide culturally sensitive care to a diverse society. 8) Use communication and information technology effectively and appropriately. 9) Continue to learn and help other learn.  The Evolution of the Teaching Role of Nurses ⦿ 1. Florence Nightingale ◼ Developed first school of nursing ◼ Stressed importance of environment and other factors ⦿ 2. National League of Nursing Education (NLNE) ◼ Stressed importance of health teaching ⦿ 3. American Nurses Association (ANA) ◼ Establishes standards for practice, including patient teaching  The Evolution of the Teaching Role of Nurses ⦿ 4. International Council of Nurses (ICN) ◼ Endorses health education as an essential component of nursing care delivery ⦿ 5. State Nurse Practice Acts ◼ Universally include teaching within the scope of practice ◼ Nursing career ladders often incorporate teaching effectiveness as a measure of excellence in practice  The Evolution of the Teaching Role of Nurses ⦿ 6. Professional nurses are responsible for: ◼ Educating colleagues ◼ Serving as a clinical instructor for students in the practice setting  ACTIVITY ZONE: HISTORICAL & EVOLUTION OF EDUCATION ⦿ Think, Pair and Share ⦿ 1- What are the most important new set of competencies released by The Pew health Professions Commission? ⦿ 2- Who develops the first school of nursing? ⦿ 3- Which agency Endorses health education as an essential component of nursing care delivery? ⦿ 4- Who responsible for educating colleagues?  ACTIVITY ZONE: HISTORICAL & EVOLUTION OF EDUCATION ⦿ Think, Pair and Share ⦿ 1- What are the most important new set of competencies released by The Pew health Professions Commission? ⦿ Provide evidence-based competent care ⦿ Improve access to the health care ⦿ Practice relationship-centered care ⦿ 2- Who develops the first school of nursing? ⦿ Florence Nightingale ⦿ 3- Which agency Endorses health education as an essential component of nursing care delivery? ⦿ International Council of Nurses (ICN) ⦿ 4- Who responsible for educating colleagues? ⦿ Professional nurses  DEFINITION OF TEACHING 1. Teaching is communication between two or more persons, who influence each other by ideas and learn something in the process of interaction. 2. Teaching is to fill in the mind of the learner by information and knowledge of facts for future use.  NEEDS OF TEACHING 1. Giving some knowledge to the students. 2. Passing some information to the students. 3. Making the student a quire some skills. 4. Changing the attitude of the learners. 5. Modifying the behavior of the students. 6. Giving some experiences of life.  FUNCTIONS OF TEACHING 1. Diagnostic functions the goal is to bring desirable changes in the behavior of students. 2. Prescriptive functions the teacher takes decision about the needed prescription for achieving the stipulated objectives. Accomplishment of objectives needs an appropriate interaction between the teacher and the student  FUNCTIONS OF TEACHING 1. Evaluative functions concerned with the tasks of evaluating the progress and outcomes of the prescriptive functions that may be decided in the form of realization of the stipulated objectives. The failure in the realization of the objectives is essentially a failure in the prescriptive functions either due to improper diagnosis or some serious mistakes in prescribing or carrying out the treatment ACTIVITY ZONE: FUNCTION OF TEACHING ACTIVITY ZONE: FUNCTION OF TEACHING Prescriptive Evaluative Diagnostic  PRINCIPLES OF TEACHING 1. Encourages Student-Faculty Contact 2. Encourages Cooperation Among Students 3. Encourages Active Learning 4. Gives Prompt Feedback 5. Emphasizes Time on Task 6. Communicates High Expectations 7. Respects Diverse Talents and Ways of Learning  DEFINITION OF LEARNING 1. Learning is the lifelong process of transforming information and experience into skills, knowledge, behaviors, and attitudes. 2. Learning is the modification in behavior to meet environmental requirements.  NEEDS OF LEARNING 1- Organizational needs ❖ Whole organizations' objectives ❖ pattern of skills and expertise available in the staff ❖ Indices of effectiveness ❖ Organizational climate  NEEDS OF LEARNING 2- Job needs ❖ Particular job or group of jobs ❖ Tasks, skills and standards needed ❖ Knowledge, skills and attitudes needed to achieve standards and output  NEEDS OF LEARNING 3- Individual needs ❖ Person analysis in terms of skills, expertise and competence ❖ Standards of performance at job tasks ACTIVITY ZONE: NEEDS OF LEARNING ACTIVITY ZONE: NEEDS OF LEARNING Job Individual Organizational  PRINCIPLES OF LEARNING 1. Teachers' knowledge of the subject matter is essential to the implementation of important learning tasks. 2. Active involvement of the learner enhances learning. 3. Interaction between teachers and students is the most important factor in student motivation and involvement.  PRINCIPLES OF LEARNING 4. Learning is enhanced in an atmosphere of cooperation. 5. Learned material must be meaningful. 6. Learning are enhanced by descriptive feedback. CHARACTERISTICS OF LEARNING 1- Learning is Growth. 2- Learning is Adjustment. 3- Learning is Intelligent. 4- Learning is Active. 5- Learning is the product of Environment. 6- Learning is both Individual and Social. 7- Learning is Purposeful. 8- Learning is organizing Experience APPROACHES TO TEACHING AND LEARNING  Individual approach ⦿ Nurse who are in a direct contact with patients and their relatives, have opportunities for much individual health education. The topic selected should be relevant to the situation. ⦿ For example, a mother who has come for delivery should be told about childbirth-not about malaria eradication.  Individual approach ⦿ The advantage of individual health teaching approach Discuss, argue and persuade the individual to change his behavior. ⦿ The disadvantage is that the numbers we reach are small.  Group approach ⦿ The groups are many (mothers, school children, patients, industrial workers). ⦿ It must relate directly to the interest of the group. ⦿ For example, mothers may be taught about baby care; school children about oral hygiene; a group of TB patients about tuberculosis, and industrial workers about accidents.  General / Mass Approach ⦿ For the education of the general public, we employ “mass media of communication’ ⦿ It could be Posters, health magazines, films, radio, television, health exhibitions and health museums.  Education of the general public(Mass Approach) ⦿ Massmedia are generally less effective in changing human behavior than individual or group methods. But however, they are very useful in reaching large numbers of people with whom otherwise there could be no contact. ⦿ Foreffective health education mass media should be used in combination with other methods. ACTIVITY ZONE: APPROACHES TO TEACHING AND LEARNING ACTIVITY ZONE: APPROACHES TO TEACHING AND LEARNING Group Individual General/ Mass  Health Education ⦿ Definition of Health Education ⦿ The intervention which provides the information that encourage, people to voluntarily modify their behavior to a heath promoting way.  The Importance of Health Education ⦿ 1) Improves the health status of individuals, families, communities, states, and the nation. ⦿ 2) Enhances the quality of life for all people. ⦿ 3) Reduces premature deaths. ⦿ 4) By focusing on prevention, health education reduces the costs (both financial and human) that individuals, employers, families, insurance companies, medical facilities, communities, the state and the nation would spend on medical treatment.  The Importance of Health Education ⦿ 5) Promotes healthy behaviors, lifestyles and environments that enhance health, wellness, and quality of life for individuals and communities. ⦿ 6) Enhance wellness and decrease disability and attempt to actualize the health potential of individuals, families, communities. ⦿ 7) Community health education looks at the health of a community as a whole, seeking to identify health issues and trends within a population and work with stakeholders to find solutions to these concerns.  Health education settings ⦿ In schools ⦿ Health educators teach health as a subject and promote and implement coordinated school health programs, including health services and student, staff and parent health education; and promote healthy school environments and school–community partnerships.  Health education settings ⦿ Working on a college/university campus ⦿ Health educators create an environment in which students feel empowered to make healthy choices and create a caring community.  Health education settings ⦿ In companies ⦿ Health educators coordinate employee counseling, education services, employee health risk appraisals, and health screenings. They design, promote, lead and/or evaluate programs about weight control, hypertension, nutrition,Substance abuse prevention, physical fitness, stress management and smoking cessation.  Health education settings ⦿ In health care settings ⦿ Health educators educate patients about medical procedures, operations, services and therapeutic regimens, and create activities and incentives to encourage use of services by high-risk patients. They conduct staff training and consult with other health care providers about behavioral, cultural or social barriers to health, and promote self-care.  Health education settings ⦿ In community organizations and government agencies ⦿ Health educators help a community identify its needs, draw upon its problem-solving abilities and mobilize its resources to develop, promote, implement and evaluate strategies to improve its own health status. ACTIVITY ZONE : WRITE HEALTH EDUCATION SETTINGS  ACTIVITY ZONE : WRITE HEALTH EDUCATION SETTINGS Health care setting School University Government Companies agencies  Challenges to processing of health education ⦿ A- Barriers related to client and family: ✔ 1- Age& sex: ⦿ The Information should be specified according to developmental stages and mental ability to each age group. The level of understanding is differ from adolescence, adulthood and elderly. ⦿ Further, more, Sex should be considered because teaching male is differing than teaching female.  Challenges to processing of health education ✔ 2- Socio cultural barrier ⦿ Culture is defined as learned and transmitted values, beliefs, and practices of a particular group of people that guide thinking, decisions, and actions in patterned ways that a person uses in viewing the world including health and the need for care. Successful teaching plans are congruent with client and family cultural values.  Challenges to processing of health education ✔ 3- Client Compliance to treatment ⦿ It will be greater when the treatment plan incorporates the clients' cultural values and beliefs, and conflict will result if nursing care conflicts with clients' belief systems. If The individual is not interested, or other things attracted his attention.  Challenges to processing of health education ✔ 4- Client past experience ✔ A- The financial resources, and income of client ∙ It should be assessed because it can be barrier for health education so we should identify client ability to buy expensive medications, diet and devices. ✔ B- level of client education ∙ can be barrier during heath education so it requires adequate preparation for teaching planning.  Challenges to processing of health education ✔ 5- Client with special needs ∙ It can be barrier during heath education so it requires adequate preparation for teaching planning as client with visual or hearing impairment speak little or cannot speak so it has multiple variables in receiving the content.  Challenges to processing of health education ✔ 6- language differences ∙ It can be considered barrier in receiving content. ✔ 7- Satisfaction of human needs in Maslow hierarchy such as (physiological needs, safety and security) air, food, drink, shelter, clothing, warmth, sleep, and health ∙ It can be barrier if not assessed well.  Challenges to processing of health education ⦿ B- Barriers related to organization 1. 1- Policy, regulations, rules may hinder education process. 2. 2- Physical resources as environment. 3. 3- financial resources as Funding of client education in health policy and insufficient capacities in financing, management, planning 4. 4- Human resources as people who work in the institution. 5. 5- Time constraints may hinder educator efforts 6. 6- Poor distribution of the available material. 7. 7- Lack of adequate materials. 8. 8- Use of technology can be barrier for health education. 9. 9- Lacking of administrative support or poor communication among the members of the health care team.  Challenges to processing of health education ⦿ C- Barriers related to Content (subject) and health message: - Education for client must ensure that the health message are well understood.  Challenges to processing of health education C- Barriers related to Content (subject) and health message: Messages may not be received for several reasons: 1. 1- Objectives not appropriate to client and not covered all domains. 2. 2- Putted objectives maybe not specific, measurable, accurate, relevant to Client needs. 3. 3- Time not appropriate to client to receive message. 4. 4- Educational strategies not suitable for client or for the topic. 5. 5- Information messages maybe long, weak and not clear. 6. 6- Language maybe vague and not understood. 7. 7- Individuals not participate in conversation.  Activity Zone: Matching Challenges to processing of health education Statement Challenges 1- Requires adequate preparation for teaching A) Content 2- Policy, regulations, rules may hinder education process B) Age& sex 3- The Information should be according to developmental C) client and stages and mental ability to each age group family 4- Socio cultural barrier D) Client Compliance to treatment 5- Information messages maybe long, weak and not clear E) Client with special needs 6- Conflict will result if the treatment plan incorporates the F) Organization clients' cultural values and beliefs  Activity Zone: Matching Challenges to processing of health education Statement Challenges 1- Requires adequate preparation for teaching E A) Content 2- Policy, regulations, rules may hinder education process F B) Age& sex 3- The Information should be according to developmental C) Client and stages and mental ability to each age group B family 4- Socio cultural barrier C D) Client Compliance to treatment 5- Information messages maybe long, weak and not clear A E) Client with special needs 6- Conflict will result if the treatment plan incorporates the F) Organization clients' cultural values and beliefs D 7 LEARNING STYLE 7 LEARNING STYLE  ACTIVITY ZONE: MATCHING LEARNING STYLE Example Learning style Likes to communicate and receive A. Solitary feedback Sounding out words B. Visual Harder time sitting still C. Auditory Group discussions D. Social Need own quit space E. Verbal Enjoys facts, order & math F. Kinesthetic Pictures over words G. Logical  ACTIVITY ZONE: MATCHING LEARNING STYLE Example Learning style Likes to communicate and receive A. Solitary feedback D Sounding out words C B. Visual Harder time sitting still F C. Auditory Group discussions E D. Social Need own quit space A E. Verbal Enjoys facts, order & math G F. Kinesthetic Pictures over words B G. Logical * Learning Pyramid LEARNING PYRAMID* 6 4.National Training Laboratories for Applied Behavioral Sciences, Alexandria, VA * WHAT IS THE DIFFERENCE BETWEEN TEACHING AND LEARNING? Definitions of Teaching and Learning: Teaching can be defined as the act of giving lessons on a subject to a class or pupils. Learning is used in the sense of acquiring knowledge. Performer: Teaching is performed by the teacher. Learning is performed by the student.  WHAT IS THE DIFFERENCE BETWEEN TEACHING AND LEARNING? Period: Teaching does not take place throughout a person’s life. Learning is a process that takes place throughout the lifespan of an individual. Effort: In most occasions, teaching is a conscious effort. Learning can be both a conscious and an unconscious effort. Motivation: For learning, motivation can come from within the individual or from external factors, such as teaching by another individual.  TEACHING – LEARNING PROCESS Definition: Teaching-learning process: is a planned interaction that promotes behavioral change that is not a result of maturation or coincidence. TEACHING – LEARNING PROCESS  TEACHING – LEARNING PROCESS 1- Assessment: Assessment of the audience includes: Current knowledge base. Past work experiences. Learning styles. Readiness to learn. Level of education. Reading level.  TEACHING – LEARNING PROCESS 2- Planning: Establishing priorities. Establishing learning objectives. Choosing content. Selecting teaching strategies. Ordering learning experiences.  TEACHING – LEARNING PROCESS 3- Implementation: take into consideration Environment: An optimal learning environment includes the following: -Adequate space to accommodate the numbers of learners present. - Comfortable chairs and tables (so the learners can take notes. - Adequate lighting free from glare or bright sunshine, comfortable temperature. - Pleasant smell, and functioning audio-visual equipment.  TEACHING – LEARNING PROCESS 4- Evaluation: Evaluation should include consideration of the following :- -The timing, the teaching strategies, the amount of information, the environment, and whether the objectives were met. - The teacher should use feedback from learner  TEACHING – LEARNING PROCESS 5- Documentation: Mandatory education. Competence and continued competence of skill performance. Facility-based problems and how they have been resolved through education.  ACTIVITY ZONE (MATCHING) Statement Process 1- Consideration whether the objectives were met. A- Implementation 2- Facility-based problems and how they have been B- Assessment resolved through education 3- Ordering learning experiences C-Evaluation 4- Current knowledge base D- Planning 5- Adequate space to accommodate the numbers of E- Documentation learners present.  ACTIVITY ZONE (MATCHING) Statement Process 1- Consideration whether the objectives were met. C A- Implementation 2- Facility-based problems and how they have been B- Assessment resolved through education E 3- Ordering learning experiences D C-Evaluation 4- Current knowledge base B D- Planning 5- Adequate space to accommodate the numbers of E- Documentation learners present. A