HEALTH EDUCATION

• Safety, Physiological
• Developmental stages of the Learner across the lifespan

  • Infancy
  • Toddlerhood
  • Preschooler
  • School-aged childhood
  • Adolescence
  • Young adulthood
  • Middle-age adulthood
  • Older adulthood
• Research on life-span development shows that chronological age per se is not the only predictor of learning ability
• Three fundamental domains of development

  • Physical
  • Cognitive
  • Psychosocial
• The person is the perspective used, based on the confirmation from research that human growth and development are sequential but not always specifically age related
• 5 important influences which act on & interact with the individual to produce development

  • Normative age-graded influences
  • Normative history-graded Influences
  • Normative life events
  • Unusual, unique +/- events which cause a turning point in one's life
  • Dependence, Independence, Interdependence
• Childhood


  Developmental stages
• PEDAGOGY


  The art and science of helping children to learn
• Erikson's eight stages of Psychosocial development

  • Trust v mistrust
  • Autonomy vs shame and doubt
  • Initiative is guilt
  • Industry vs inferiority
  • Identity is role confusion
  • Intimacy ve isolation
  • Generativity vs self-absorption and stagnation
  • Ego integrity vs despair
• Strengths


  • Hope
  • Will
  • Purpose
  • Competence
  • Fidelity
  • Love
  • Care
  • Wisdom
• Infancy (First 12 months of life) and Toddlerhood (1-2 years of age)


  Focus of instruction is geared towards the Parents
• Physical, Cognitive, and Psychosocial development in Infancy and Toddlerhood is highly complex
• Infancy (first 12 months of life) and Toddlerhood (1-2 years of age)

  • Piaget: sensorimotor period
  • Object Permanence - recognition that objects and events exist
  • Learning enhanced through some experiences and through moves and manipulation of objects
  • Erikson: Trust versus mistrust (birth to 12 months)
  • Autonomy versus shame and doubt (1-3 years old)
• Teaching Strategies for Infancy and Toddlerhood

  • Focus on normal development, safety, health promotion, and disease prevention
  • Use repetition and imitation
  • Stimulate the senses
  • Provide safety
  • Allow to play and manipulation of objects
• Early childhood (3-5 years of age)


  • Sense of Identity becomes clearer
  • Acquire new behaviors that gives them more independence
  • Learning occurs through interactions with others and through mimicking or modeling the behaviors of playmates and adults
• Teaching Strategies for Early Childhood

  • Focus on play therapy
  • Stimulate the senses
• Middle and late childhood (6-11 years old)

  • Progressed in their physical, cognitive, and psychosocial skills
  • Most begin formal training in structured symbol systems
  • Motivated to learn
  • Piaget: Preoperational period - Inability to think things logically without acting out the situations
  • Erikson: Initiative versus guilt - Taking on tasks for the sake of being involved and on the move; learning to express feelings through play
• Teaching Strategies for Middle and Late Childhood

  • Build trust
  • Allow for manipulation of objects
  • Use positive reinforcement
  • Encourage questions
  • Provide simple drawings and logical explanations and analogies
  • Relate to child's experience
  • Use subject centered focus
  • Use play therapy
  • Provide group activities
  • Use drawings, models, dolls, painting, audiotapes and videotapes
• Adolescence (12-19 years of age)

  • Piaget: Formal Operations - Propositional Reasoning (abstract thought); reasoning is both inductive and deductive
  • Erikson: Identity versus role confusion - Struggling to establish own identity, seeking independence and autonomy
• Teaching Strategies for Adolescence

  • Establish trust
  • Identify controls focus
  • Use peers for support and influence
  • Negotiate for change, contract
  • Focus on details
  • Make information meaningful to life
  • Ensure confidentiality and privacy
• Andragogy


  The art and science of teaching adults
• Principles of Andragogy


  • Learner centered, less teacher centered
  • Power relationship & horizontal
  • Major implications for planning, implementing, and evaluating programs for adults as the individual matures
• Assumptions of Andragogy


  • The adult's self-concept moves from being dependent to independent, self-directed human being
  • Previous experience serves as a rich resource for learning
  • Readiness to learn becomes increasingly oriented to social roles
  • Best motivated to learn when need arises in their life
  • Learn for personal fulfillment
• Teaching Strategies for Adults

  • Use audiovisuals, role play, contracts and reading materials
  • Allow for experimentation and flexibility within safe limits
• Developmental stages of adulthood

  • Young adulthood
  • Middle-age adulthood
  • Older adulthood
• Young Adulthood (20-40 years of age)


  • Piaget: Formal operations - Improves abilities to critically analyze, solve problems and make decisions
  • Erikson: Intimacy vs Isolation - Focusing on relationships and commitment to others
• Teaching Strategies for Young Adulthood

  • Use problem-centered focus
  • Draw on meaningful experiences
  • Focus on immediacy of application
  • Allow for self-direction and setting own pace
  • Organize material
  • Encourage role play
• Middle Aged adulthood (41-64 years old)


  • Highly accomplished in their careers
  • Sense of who they are is well developed
  • Children are grown
  • They have time to share their talents and serve as mentors
  • Pursue new interests
  • Piaget: Formal Operations - abstract thought; reasoning is both inductive and deductive
  • Erikson: Generativity vs self-absorption and stagnation - Reflecting on accomplishments and determining if life changes are needed
• Teaching Strategies for Middle Adulthood

  • Assess normal life patterns
  • Maintain independence and reestablish learning
  • Assess positive and negative past learning experiences
  • Assess potential source of stress
  • Provide information relative to life concerns and problems
• Older Adulthood (65 years of age and older)


  • Piaget: Formal operations stage - abstract thought; reasoning is both inductive and deductive
  • Erikson: Ego integrity vs despair - Coping with reality of aging, mortality, and reconciliation with past failures
• False stereotypes about older adults which may lead to unsuccessful outcomes
• Myths about Older Adults

  • Senility - often not due to mental decline, but to disease process, medication interactions, sensory deficits, dehydration, or malnutrition
  • Rigid Personalities - personality traits remain stable through life, labeling them as cranky, stubborn, "slow" is a disservice
  • Loneliness - beliefs that they are frequently depressed, isolated or lonely is not supported by research
  • Abandoned by children, siblings, or friends - usually have good support system
• Teaching Strategies for Older Adulthood

  • Use concrete examples
  • Build on past experiences
  • Focus on one concept at a time
  • Use a slow pace
  • Use repetition and reinforcement
  • Provide brief explanations
  • Use analogies
  • Speak slowly and clearly
  • Minimize distractions
  • Rely on visual aids and supplement with verbal instructions
  • Use large letters and well-spaced print
  • Provide a safe environment
  • Give time to reminisce
• Problems that can be overcome by older adults using computers

  • Vision declines, need for bifocal glasses, viewing monitor may be difficult, problems with glaucoma and light colors
  • Motor control tremors may affect use of keyboard or mouse, may not be able to hold the mouse and consistently click correct mouse button
  • Sound from computer may not be heard
  • Arthritis may affect ability to hold mouse and click consistently
  • Problems with inability to focus and make correct inferences
• Possible solutions for computer use problems in older adults

  • Adjust monitor's tilt to eliminate glare, change size to contrast, make sure contrast is clear, change the screen resolution to promote color perception
  • Highlight area and press enter, avoid double clicking, teach how to use keyboard options
  • Use earphones to enhance hearing and eliminate background noise, speak slowly and clearly
  • Highlight area and press enter, teach how to use keyboard options
  • Priming: introduce concept early on, repetition is key to retention, use cheat sheets
• Role of family in Patient Education

  • Family is the most important variable influencing patient outcome
  • JCAHO accreditation standards warrant family participation
  • Providers are responsible for assisting patients and their families to gain knowledge and skills to meet ongoing health care goals
  • Nurses are responsible for promoting the quality and years of healthy life
  • The nurse educator and family should be allies
  • It is important to choose the most appropriate caregiver to receive information
• Readiness to learn in children is very subject centered, and motivation to learn in adults is very problem-structured
• Rate of learning and capacity for learning, as well as situational and emotional barriers to learning, vary according to stages of development
• BEHAVIORAL OBJECTIVES: TEACHING PLANS


  Robert Mager developed a system for writing behavioral objectives to help teacher's to make appropriate instructional decisions as well as to assist learners in understanding what they need and are expected to know
• INSTRUCTIONAL OBJECTIVES


  Describe the teaching activities, specific content areas and resources used to facilitate effective instruction