HE

• Health education


  A process concerned with designing, implementing and evaluating educational programs that enables families, groups, organization, and communities to play active roles in achieving, protecting and sustaining health
• Health education


  Any combination of learning experiences designed to facilitate voluntary adaptations of behavior conducive to health. Its purpose is to contribute to health and well-being by promoting lifestyles, community actions and conditions that make it possible to live healthful lives
• Education for health


  Begins with people, aims to motivate them to improve their living conditions and develop a sense of responsibility for health conditions for themselves, their families, and their communities
• Communicable disease control through health education

  1. Appraisal of what is known by a population about a disease

  2. Assessment of habits and attitudes related to spread and frequency of the disease

  3. Presentation of specific means to remedy observed deficiencies
• Education process


  A systematic, sequential, planned course of action with teaching and learning as its two major interdependent functions and the teacher and learner as the key players involved
• Teaching


  A deliberate intervention involving the planning and implementation of instructional activities and experiences to meet the intended learner outcomes
• Instruction


  One aspect of teaching, involving communicating information about a specific skill (cognitive, affective or psychomotor)
• Learning


  A change in behavior (knowledge, skills and attitudes) that can occur at anytime or in any place as a result of exposure to environmental stimuli
• Patient education


  A process of assisting people to learn health-related behaviors (knowledge, skills, attitudes, values) which can be incorporated into their everyday lives
• Staff education


  The need for nurses as health educators to be knowledgeable about the principles of teaching and learning, shifting the focus to the "learner learning" rather than the "teacher teaching"
• The three pillars of the teaching process

  • Teacher
  • Learner
  • Subject-matter
• The role of the educator is not primarily to teach, but to promote learning and to provide for an environment conducive to learning - to create than just wait for it to happen
• Studies have shown that the vital role of the teacher is motivating students to learn and inspiring them to get out of their comfort zones, to stretch and develop the 98% portion of their brain which is still intuitive one
• ASSURE Model


  A guide to assist teachers in making instructional material, an acronym for Analyze the learner, State the objective, Select the instructional media and materials, Use the material and the instructional media, Require learner participation, Evaluate and revise
• For nurses to fulfill the role of educator, they must have a solid foundation in the principles of teaching and learning and special training in instructional skills
• The minimum qualifications for nurse educators should be a BSN degree and ideally the educator's role should be delegated to nurses with master's degrees (advanced practice nurses like clinical nurse specialist and nurse practitioners)
• The role of the educator

  To promote learning and provide for an environment conducive to learning - create a teachable moment rather than just waiting for it to happen
• The teaching function has always been an integral part of the duties of a professional nurse, dating back to the recognition of nursing as a discipline in the 1800s and the efforts of Florence Nightingale
• Role of the nurse as a health educator

  • Giver of information
  • Facilitator of learning
  • Coordinator of teaching
  • Client advocate
• Health educators have an obligation to two principles: 1) The people have a right to make decisions affecting their lives, 2) There is a moral imperative to provide people with all relevant information and resources possible to make their choice freely and intelligently
• Qualities of an effective teacher

  • Committed
  • Creative
  • Caring
  • Competent
  • Communicative
  • Confident
  • Challenging
• Nursing practice responsibilities


  Health education is included within the scope
• Role of the nurse as a health educator

  • Giver of information
  • Facilitator of learning
  • Coordinator of teaching
  • Client advocate
• In the design/implementation of strategies and methods, health educators have an obligation to two principles:
• 1. The people have a right to make decisions affecting their lives;
• 2. There is moral imperative to provide people with all relevant information and resources possible to make their choice freely and intelligently
• Effective teaching in nursing

  Learners can always identify the best teacher who is also the most effective and the worst
• Qualities, characteristics and attitudes of effective teachers


  • Committed
  • Creative
  • Intuitive
• What distinguishes the great teachers from the ordinary or average mentors is their unsparing gift of self and their capacity for caring for their students
• The aim of effective teachers is always to awaken the students to their awareness of their greater potential
• There is no one style, skill or technique that is effective for all learners and all teaching situation. It will always be a combination or a composite of styles that will eventually distinguish the effective and efficient from the ordinary, run-of-the-mill instructor
• Six hallmarks of good or effective teaching in nursing

  • Professional competence
  • Skillful interpersonal relationships with students
  • Desirable personal characteristics of the teacher
  • Teaching practice
  • Evaluation practices
  • Availability to students
• Teacher clarity


  Behaviors that teachers use to make what is to be learned as intelligible, comprehensible and learnable as possible
• Studies show that teacher clarity has a positive correlation with students' achievement and attitudes towards classroom learning and instruction
• Teacher style


  Interpersonal, professional and personal aspects of good teaching
• Seven principles of good practices in undergraduate education

  • Encourage interaction between the teacher and the learner
  • Elicit cooperation among the students
  • Students should engage in active learning
  • Giving prompt feedback
  • Emphasizing time on task
  • Communicating higher expectations
  • Respecting the diverse talents and ways of learning
• in analyzing who your learner are, you need to based on:

  general characteristics, specific learner competence, learning styles
• what does the SMART mean

  Specific, Measurable, Attainable, Realistic, Time-bound
• use the material and instructional media by:

  Reviewing, Practicing, Preparing, Presenting
• select the instructional media by

  Selecting, Modifying, Designing or making