HEALTH EDUCATION

• Florence Nightingale:

  • Founder and ultimate educator
  • Developed the first nursing
  • Emphasized the importance of adequate nutrition, fresh air, exercise, and personal hygiene
• Early 1900s: Shift from health promotion to illness prevention
• 1950: NLNE (National League for Nursing Education) prepared nurses as teachers
• 1993: JCAHO established nursing standards for patient education
• 1995: Grueninger DOPE-POPE-HOPE
• 2006: NLNE developed the first Certified Nurse Educator (CNE) exam
• Education Process:

  • Systematic, sequential, logical, scientifically based, planned course of action consisting of teaching and learning (APIE: Assessment, Planning, Implementation, Evaluation)
• Nursing Process (ADPIE: Assessment, Diagnosis, Planning, Implementation, Evaluation)
• Teaching:

  • Deliberate, intentional act of communicating information to the learner in response to identified learning needs
  • Objective is to produce learning to achieve desired behavioral outcomes
• Learning:

  • A change in behavior that can be observed or measured
  • Can occur at any time or place due to exposure to environmental stimuli
• Patient Education:

  • Assisting people to learn health-related behaviors for optimal health and independence in self-care
• Staff Education:

  • Process of influencing the behavior of nurses to help them maintain and improve their competencies for quality care delivery
• Teaching Plan:

  • Overall blueprint for instruction defining the relationship between essential components like behavioral objectives, instructional content, teaching methods, time frame, and evaluation methods
• Major Categories of Effective Teaching in Nursing:

  1. Professional Competence

  2. Interpersonal Relationships with Students

  3. Personal Characteristics

  4. Teaching Practices

  5. Evaluation Practices

  6. Availability to Students
• Barriers to Teaching:

  • Lack of time, competence, confidence, motivation, financial support, and avenue for documentation
• Obstacles in Learning:

  • Lack of time, health conditions, low literacy, negative hospital environment, personal characteristics, extent of behavioral change, lack of support and positive reinforcement, denial of learning needs, poor healthcare
• Nurse's education role in learning:

  • Assess need of learner
  • Recognize factors involved in readiness to learn
  • Correlate teaching interventions with learning styles to maximize opportunities of learning
  • Provide appropriate information and present it in unique ways
  • Identify progress of learning
  • Give feedback and follow up
  • Reinforce learning towards acquisition of KAS
  • Evaluate learners' abilities
• Learner is the single most important person in the education process

  • Learning occurs without an educator
  • An educator enhances learning by facilitating education to occur
• Emphasize important points on time management

  • Do an initial assessment to prevent waste of time from going back to discover obstacles that hamper progress
  • Learners must be encouraged to offer perceptions on their learning needs
  • Assessment can be made anytime and anywhere the educator has formal and informal contact with the learner
  • Inform in advance if the educator wishes to discuss problems or needs. This will make it easier for a person to sort out thoughts and feelings
  • Minimize interruptions and distractions during planned assessment interview
• Assessing learning needs of nursing staff:

  • Written job descriptions: written description of effective nursing care necessary to provide services
  • Formal and informal requests: results of staff perceptions on their learning needs
  • Quality assurance reports: trends found in incidental reports indicating safety violations
  • Chart audits: identify trends of nursing practice
  • Rules and regulations: educators monitor new rules or policies implementation and its implications to delivery of care
• 4 types of readiness to learn (PEEK):

  • Physical readiness: measures of ability, complexity of task, environmental effects, health status, gender
  • Experiential readiness: level of aspiration, past coping mechanisms, cultural background, locus of control orientation
  • Emotional readiness: anxiety level, support system, motivation, risk-taking behavior, frame of mind, developmental stage
  • Knowledge readiness: present knowledge base, cognitive ability, learning disabilities, learning styles
• Educational objectives:

  • Identify the intended outcomes of the education process
  • Guide the design of curriculum
• Instructional objectives:

  • Describe the teaching activities and resources used to facilitate effective learning
• Behavioral or learning objectives:

  • Action-oriented rather than content-oriented
  • Learner-centered rather than teacher-centered
  • Outcome-focused rather than process-focused
• Goal vs Objectives:

  • Goal: the final outcome of what is achieved at the end of the teaching-learning process
  • Objectives: describe in observable and measurable terms what a student is able to do as a result of completing a course
• SMART objectives:

  • Specific
  • Measurable
  • Achievable
  • Relevant
  • Time-bound
• Formulation of objectives:

  • Write an objective that has meanings not just for you but for learners also
  • Objectives guide selection and handling of course materials
  • Help determine whether people in the class have learned what you have tried to teach
• Types of objectives:

  • Educational objectives: identify the intended outcomes of the education process, guide the design of curriculum
  • Instructional objectives: describe the teaching activities and resources used to facilitate effective learning
  • Behavioral learning objectives: action-oriented, learner-centered, outcome-focused
• Common mistakes in writing objectives:

  • The objective is not stated in terms of the student
  • The objective cannot be observed or measured
  • The objective is too general
  • The objective is too long
  • The objective does not meet the needs of the students
• Selecting a content and organizing a content:

  • Sequential organization: information is presented in a list or problem-solution format
  • Non-sequential organization: learning non-sequentially can also be a natural way to learn and can work for eLearners
• Development of teaching plan:

  • A teaching plan is the instructor's roadmap of what students need to learn and how it will be done effectively during the teaching-learning process
  • Teaching plan is a blueprint for action to achieve the goals and objectives agreed upon by the educator and learner
  • Teaching plan provides a purpose, general outline of teaching goals, learning objectives, and means to accomplish them