NCM 102 HE

• World Health Organization: 'Health is a state of complete physical, social, and mental well-being and not merely the absence of disease or infirmity'
• Health Education


  • A combination of planned learning experiences using evidence-based practice and shared theories that provide the opportunity to acquire knowledge, skills, and attitudes
  • A process with intellectual, psychological, and social dimensions related to activities that increase the abilities of people to make informed decisions
  • The nurse as a health educator provides basic information for 3 purposes: Promotion and maintenance, Prevention of illness, Development of self-reliant behavior
• Good Health


  • Physical Health
  • Emotional Health
  • Mental Health
  • Social Health
  • Spiritual Health
• Characteristics of Health Education

  • Planned opportunity of learning through information sharing guided by specific goals and objectives, activities, and evaluation criteria
  • Occurs in specific settings
  • Based on previous learning to determine what is to be learned in the future
  • Comprehensively emphasizes the interrelation of health to qualities of life
  • An interaction between the qualified educator and the learner
• Purposes of Health Education

  • A means of propagating health promotion and disease prevention
  • Used to modify and continue health behaviors as necessary
  • Provides health information and services
  • Emphasizes good health habits and practices as an integral aspect of culture, media, and technology
  • A means to communicate vital information to the public
  • A form of advocacy
• Types of Health Education

  • Biological
  • Health Resources
  • Society and environment
• Importance of Health Education

  • Enhances knowledge awareness
  • Promotes health, safety, and security of the people
  • Develops and improves community resources
  • Increases productivity and strength of one's character
  • Leads to disease prevention
  • Minimizes healthcare costs
  • Increases self-reliant behavior
• Change Process


  1. Perceived need for change

  2. Need to initiate group interaction by a problem-solving approach

  3. Implementation Phase

  4. Evaluate Outcome
• Management Strategies for Change

  • Thinking Practice Strategy
  • Interest Commitment Strategy
  • Power and Self-Discipline
• Barriers to Change


  • Culture
  • Demographics (Age, Gender, Heredity)
  • Socioeconomic and Environmental Issues
  • State of Wellness and Development
• Change and its effect on the Philippines

  • Home Remedies (Efficacent, Salonpas, White flower)
  • Traditional Healing Techniques
  • Advocating Face Healers
  • Use of Regulated Drugs (Medicines prescribed by Doctors)
  • Over-the-counter medication (Does not require any prescription)
• Remedies


  • Efficacent
  • Salonpas
  • White flower
• Use of Regulated Drugs

  • Medicines prescribed by Doctors
• Over-the-counter medication


  • Does not require any prescription
• Education Process


  • Basic elements: Assessment
  • Planning
  • Implementation
  • Evaluation
• Nursing


  Scientific and systematic problem-solving approach
• Patient Education


  • Any set of planned educational activities using a combination of methods such as teaching, counseling, and behavior modification that is designed to improve patient’s knowledge/ health behaviors
• Importance of Patient Education

  • Primary level of prevention: Maintenance, Health Promotion, Illness Prevention
  • Secondary level of prevention: Restoration of Health
  • Third level of prevention: Reconstitution, When there are disabilities only, Shift teaching to coping with the impaired functioning in the body
• Historical Foundations for Patient Education

  • 1800’s (Florence’s time): Patient education began, Making use of healers, Organized patient care program is present
  • First 4 decades of the 20th Century: Teaching was focused on public health information, Provided by public health nurses, Taught mothers how to care for newborns, Sanitation, Immunization, Prevention and treatment of infectious diseases
  • After World War II: Wider scope of population from individual teaching
• Dimensions of Health Education (Heidgerkin)

  • Substantive-Curricular Dimension: What is the context? What is the curriculum
  • Procedural-Methodological Dimension: Looking into approaches/ strategies/ methods of teaching, How do we motivate our learners? What is your methodology that can help the learner? Finding ways that will gear to a lifelong learning process
  • Environmental-Social Dimension: The physical and social climate of the teaching atmosphere
  • Human Relatives: What is your relationship with your clientele
• Hallmarks of Effective Teaching

  • Professional Competence, Interpersonal relationship with students, Personal characteristics, Teaching practices, Evaluation Practices, Availability to students
• Qualities of a Nurse Educator

  • Personal Qualities: Sorry wa koy nasuwat here HAHAHAHA
  • Professional Qualities: Organized, Clear and Concise, Clear Evaluation, Clinical Competence, Teaching Competence, Proficiency In knowledge/ Mastery of subject
• Educational Teaching Skills


  • Skills in Planning and Preparing lessons: Clear objectives, Make plan realistic/ Achievable
  • Skills in Presenting lesson
  • Skills in organizing and management of learning activities: Pacing, Flow of instruction, Time management
  • Skills in creating a positive climate in the classroom: Interpersonal Relationship, Mutual Respect
  • Skills in evaluating student performance: Objective information
  • Skills in evaluating teaching performance
  • Skills in the practice of appropriate authority: Clear path rules and regulations
• Principles of Good Teaching Practices

  • Facilitate student-teacher interacting: Interpersonal relationship is needed
  • Encourages cooperating among students: Calls for collaborative learning and needs to be sensitive
  • Initiates active learning
  • Gives prompt feedback
  • Emphasizes the use of time in each activity
  • Communicate high expectations
  • Respects diverse talents and ways of learning
• Teaching Principles


  • Hereditary Endowment Principle: Consider physical and psychological nature of the students
  • Teaching Process Principle: Serves as a guide in the selection and implementation of teaching process activities
  • Outcome Process Principle: Reflect on the aim/purpose, Consider the educational aim that becomes the basis of the outcome
• Guidelines in Choice of Teaching
• Barriers to Teaching refer to factors that impede the nurse’s ability to deliver educational services
• Barriers to Teaching


  • Lack of Time to teach
  • Lack of Confidence and Competence
  • Lack of Motivation and Skills
  • Low priority to patient and staff education
  • Negative influence and environment
  • Absence of third party reimbursement to support patient education by the nurse educator
  • Questionable effectiveness of client-teaching in improving health outcomes
  • Documentation Difficulties
• Obstacles to Learning


  • Lack of time
  • Stress of acute and chronic illness
  • Low literacy and functional health illiteracy
  • Negative influence of the hospital environment
  • Personal characteristics of the learner
  • Extent of needed behavioral changes
  • Lack of support from health professional and significant others
  • Denial of learning needs and resentment to authority
  • Complexity, fragmentation, and inconvenience of the healthcare systems
• Principles and Processes of Learning
• Individual’s Motivation to Learn

  1. Mental state/ attention set of the learner

  2. Motivation is a force that acts within a person

  3. Use of theory to enhance motivation and learning

  4. Psychological adaptation to illness
• Kubler Ross: Stages of Grieving (DABDA)

  1. Denial: Patient Behavior - Avoid discussion of illness

  2. Anger: Patient Behavior - Blames and directs anger to S.O/ nurses

  3. Bargaining: Patient Behavior - Will offer to live a better life in exchange for a promise of better health

  4. Depression: Patient Behavior - Will lack interest and energy to learn

  5. Resolution: Patient Behavior - Begins to open up and ask questions

  6. Acceptance: Patient Behavior - Recognizes reality of his condition
• Individual’s Motivation to Learn

  1. Developmental Capability - Cognitive development of the learner

  2. Physical Capability - Patients should have strength & coordination for psychomotor skills, Sensory acuity

  3. Learning in Children - Require teaching aids that are developmentally appropriate

  4. Adult Learning - Readiness to learn & patients, personal situations
• Environment


  1. Consider physical setting if one on one

  2. If group setting, everyone must be seated
• Process of Learning (UNESCO)

  1. Learning is a treasure within - Opportunity for development

  2. Learning to know - Consider ability of the learner to concentrate

  3. Learning to do - Acquiring skills, application of knowledge

  4. Learning to live together in peace and harmony

  5. Learning to be - Personal and social transformation of the learner
• Domains of Learning (UNESCO)

  Bloom’s Taxonomy - Cognitive Domain, Psychomotor Domain, Affective Domain
• Cognitive Domain


  Remember, Applying, Understanding, Analyzing, Evaluating
• Lower Order of Learning


  Remember and Understanding
• Morse Code Test


  Applying and Analyzing
• Higher Order of Learning

  Applying, Analyzing, Evaluating