HEALTH EDUCATION

• Health is defined as the state of complete physical, mental, and social well-being and not merely the absence of disease and infirmity
• Education is a systematic, sequential, logical, scientifically based, planned course of action consisting of two major interdependent operations: teaching and learning
• Seven types of intelligence by Howard Earl Gardner:

  1. Linguistic
  2. Logical-mathematical
  3. Spatial
  4. Musical
  5. Bodily kinesthetic
  6. Interpersonal
  7. Intrapersonal
• TEACHING (INSTRUCTION) is a deliberate intervention that involves sharing information and experiences to meet intended learner outcomes in the cognitive, affective & psychomotor domains according to an education plan
• LEARNING is a change in behavior (knowledge, attitude, skills) that can be measured or observed and occurs as a result of exposure to environmental stimuli
• PATIENT EDUCATION is a process of assisting people to learn health-related behaviors that can be incorporated into everyday life with the goal of optimal health & independence in self-care
• PRINCIPLES OF GOOD TEACHING PRACTICE:

  • Encourage learner-educator contact
  • Encourage cooperation among learners
  • Encourage active learning
  • Give prompt feedback
  • Emphasize time on task
  • Communicate high expectations
  • Respect diverse talents and ways of learning
• SEVEN TYPES OF INTELLIGENCE by HOWARD EARL GARDNER:

  1. Linguistic

  2. Logical-mathematical

  3. Spatial

  4. Musical

  5. Bodily kinesthetic

  6. Interpersonal

  7. Intrapersonal
• PRINCIPLES OF LEARNING:

  • Use several senses
  • Actively involve patients or clients in the learning process
  • Provide an environment conducive to learning
  • Assess the extent to which the learner is ready to learn
  • Determine the perceived relevance of information
  • Repeat information
  • Generalize information
  • Begin with what is known, move toward what is unknown
  • Present information at an appropriate rate
• Purpose and goal of client/patient education:

  • Purpose: Increase the competence and confidence of clients for self-management
  • Goal: Increase the responsibility and independence of clients for self-care
  • According to Cipriano, 2007, an interactive partnership education approach provides clients the opportunity to explore and expand their self-care abilities
• Benefits of client/patient education:

  • Increase consumer satisfaction
  • Improve quality of life
  • Ensure continuity of care
  • Decrease client anxiety
  • Effectively reduce the complications of illness and the incidence of disease
  • Promote adherence to treatment plans
  • Maximize independence in the performance of activities of daily living (ADL)
  • Energize and empower consumers to become actively involved in the planning of their care
• Behaviorist Theory:

  • Learning procedures involve environmental stimulus conditions and reinforcement promoting changes in responses
  • Assumptions about the learner: passive, reactive learner responds to environmental conditions
  • Educator's task: active educator manipulates stimuli and reinforcement to direct learning and change
  • Sources of motivation: drive reduction, practice, similarity in stimulus conditions and responses
  • Transfer of learning: to change behavior, change the environment
• • Respondent Conditioning: emphasizes the importance of stimulus conditions and associations formed in the learning process
  • Systematic desensitization: fear of a particular stimulus or situation can be unlearned
  • Stimulus generalization: tendency of initial learning experiences to be easily applied to other similar stimuli
  • Spontaneous recovery: a response may reappear when stimulus conditions are similar to initial learning experience
  • Operant conditioning: focuses on the behavior of the organism and reinforcement that occurs after the response
• • Gestalt perspective: each person perceives, interprets, and responds to any situation in their own way
  • Information Processing: emphasizes thinking processes, memory functioning
  • Nine Events with Cognitive Processes in Robert Gagne's Model
• Cognitive Theory:

  • Learning procedures involve internal perception and thought processing within the context of human development
  • Assumptions about the learner: active learner determines patterning of experiences, strongly influenced by attributions
  • Educator's task: active educator structures experiences to encourage the reorganization of cognitions
  • Sources of motivation: goals, expectations, disequilibrium, mental and physical activity
  • Transfer of learning: to change behavior, change cognitions
• Social Learning Theory:

  • Learning procedures involve external role models and their perceived reinforcement, along with learner's internal influences
  • Assumptions about the learner: active learner observes others and regulates decision to reproduce behavior
  • Educator's task: active educator models behavior, encourages perception of reinforcement, carefully evaluates learning materials for social messages
  • Sources of motivation: socialization experiences, role models, self-reactive influences
• • Transfer of learning: to change behavior, change role models, perceived reinforcement, and the learner's self-regulating mechanisms
  • Role Modelling by Albert Bandura
• Psychodynamic Theory:

  • Learning procedures involve internal forces such as developmental stage, childhood experiences, emotional conflicts, ego strength
  • Assumptions about the learner: active learner lifestyle, past experiences, current emotional conflicts influence learning
  • Educator's task: psychodynamic educator as reflective interpreter makes sense of learner's personality and motivation
  • Sources of motivation: pleasure principle, reality principle, imbalance
  • Transfer of learning: to change behavior, change interpretations, make unconscious motivations conscious
• • Behavior may be conscious or unconscious, personality development occurs in stages
• • Hierarchy of needs, central focus on learner's perceptions, desires, and decision-making
• Humanistic Theory:

  • Learning procedures involve internal feelings about self, ability to make wise choices, and needs affect learning and change
  • Assumptions about the learner: active learner attempts to actualize potential for positive self-growth and confirm self-concept
  • Educator's task: facilitative educator encourages positive self-growth, listens empathetically, allows freedom of choice
  • Sources of motivation: needs, desire for positive self-growth, confirmation of self-concept
  • Transfer of learning: to change behavior, change feelings, self-concept, and needs
• Summary:

  • Learning theories should not be considered mutually exclusive but rather to operate together to change attitudes and behavior
  • Learning theories are better suited to certain kinds of individuals than to others
  • Each individual's preferred modes of learning and processing may help determine the selection of suitable theoretical approaches