health educ

• 1. PROFESSSIONAL COMPETENCE

  - Enjoys nursing-shows genuine interest in patients and displays confidence

  - Creative and stimulating; excite interest

  - Demonstrate clinical skills with expertise

  - Aims at excellence; know ledge of the subject matter;polishes skills throughout career

  - Learners-trust their teachers- accurate;demonstrated correctly

  - Positive role model for learners
• INTERPERSONAL RELATIONSHIPS

  -skillful in interpersonal relationships

  -personal interest in learners, being sensitive, respect, alleviate anxiety, accessible, fair, express points of view, feel free to ask questions, a sense of warmth

  -evaluate students or consider problems/needs

  -concern: not counsellors-may lead to taking advantage and leads to lack of self-discipline

  good relationship enhances learning

  • must set teacher-student and nurse-patient-boundaries

  -students-worthwhile individuals who have something to offer the profession
• Three approaches:

  empathic listening, acceptance, honest communication
• a. empathic listening

  -listening – very important

  -shows respect, care, understand
•  acceptance- accept students as they are-enhance self-esteem and convinces them that you have faith in desire and ability to learn

  -rewarded by the student by living up to the expectations
• honest communication

   -teacher’s thoughts: topic, learners

  -openness-relaxed environment; better to accept criticism

  -identify learners’ responsibilities to succeed

  • These are basic necessities – required for all interpersonal relationships (not only on nursing education)

  If students experience them in teacher-student relationship – may apply to their patients
• PERSONAL CHARACTERISTICS

  -magnetism, enthusiasm, cheerfulness, self-control, patience, flexibility, sense of humor, good speaking voice, self-confidence, willingness to admit errors, caring attitude

  -make learning more interesting, fun or pleasant

  -teachers should maintain the standards, because students will benefit from these efforts

   
• TEACHING PRACTICES

  - mechanics, methods and skills in classroom and clinical teaching

  - thorough knowledge of the subject matter and can present material in interesting, clear and organized manner

  - Teaching subject matter in stimulating and inspiring way

  - Factors: style, personality, interest, strategies
•  EVALUATION PRACTICES

  -clearly communicating expectations, providing timely feedback on progress, correcting students tactfully, fair, giving exams pertinent to subject matter

  -expectations should be levelled at the beginning (teacher should let the students know: read assignments, attendance, punctuality, deadlines, resources, assistance, breaks, care plans-criteria should be available

  -if not met, students should know it (whether well or not; it is not necessary to search weaknesses)

  -fairness in evaluation is subjective
• 1. Encourage student-faculty contact

  -nurse-patient relationship, a professional one
• Encourage cooperation among students

  -patient and also SO; collaborative learning. Study groups, group projects

  -more on collaboration than competition
• Encourage active learning

  -based on experience; manipulate (talking, writing, outlining, applying, asking questions, reflection)
• Give prompt feedback

  -assessment, observation, evaluation
• Emphasize time on task

  -time management;time to spend on studying

  -take seriously; using time efficiently
• Communicate high expectations

  -challenge; expected to work hard,

  -learners rise to the challenge
• Respect diverse talents and ways of learning

  -traditions, belief and practices
• BARRIER TO EDUCATION AND OBSTACLES TO LEARNING

   

  • Direct costs-fees, uniforms, books, exam fees, meals, transportation

  • Opportunity costs-child needs to work to contribute to household income

  • Illness and hunger-of child or someone in family requiring assistance

  • Limited economic barriers-it may not be judged to be worth the time or expense

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• BARRIER TO EDUCATION AND OBSTACLES TO LEARNING  Low quality of schooling – classrooms, teaching materials, toilets, electricity, class size, methods, curriculum, poor management

  • Teacher inertia cause by-low wages, low morale, bad working environment, irregular class

  • Distance to school-boarding cots, transport costs, inaccessible to rainy season, peace and order, lack of transportation
• LEARNING THEORIES

   

  I. BEHAVIORISTS THEORIES

  -earliest formal theories of learning (20th century)

  -thoughts and feelings

   
• JOHN WATSON

  -traditional to objective and practical

  -defined as muscle movement
• behavior -> result of a series of conditioned reflexes, and all emotions and thoughts are result of behavior learned through conditioning

   
• GUTHRIE

  -even skill like walking is learned through a series of conditioned responses
• Watson and Guthrie

  -emphasized the contiguity of the stimulus and response, they are known as contiguity theorists

   
• Thorndike and Skinner

  -stimulus and response bonds are strengthened by reinforcements

  -reward and punishment

   Thought process are the result of stimulus-response activities-very simple behavior

  -drill, practice, memorization

   
• COGNITIVE LEARNING

  -since 1960’s, predominant approach to psychology

   
• Cognitive science study of how our brains work in the process of perceiving, thinking, remembering and learning

  * Information processing is used to describe this field of study

   

  -the focus is more on mental processes that are responsible for behavior and its meaning

   
• Learning is an active process -> learner constructs meaning based on prior knowledge and view of the world

   
• SUBSUMPTION THEORY OF MEANINGFUL VERBAL LEARNING (Ausabel,1963)

  -new information is subsumed into exiting though and memory structures

   

   
• Meaningful learning is thought to occur only if existing cognitive structures are organized and differentiated.

  -repetition of meaningful material and use in various contexts would enhance the retention of the material
• Rumelhart (1980)

  “Schema/schemata”

  -knowledge structures that are stored in memory

  • “all knowledge is packaged into units” called schemata

  -people remember patterns of facts or visual, auditory, or tactile cues

  -schemata is like theories, in which it comprehends and predict events
• schema is not always accurate. It may be altered
• THREE KINDS OF LEARNING ACCORDING TO SCHEMA THEORY

  1. ACCRETION

  - Learning of facts

  - new information is learned and added to existing schemata

  - No changes are made to existing knowledge

  2. TUNING (Schema evolution)

  - Existing schemata evolve or are refined throughout the life span as new situations and issues are encountered

  3. RESTRUCTURING (Schema creation)

  • Development of new schemata by copying an old schema and adding new elements that are different enough to warrant a new schema

   
• STAGE THEORY

  -information processing relates to memory activity

  -information is both processed and stored in three stages

   
• STAGES:

  1. SENSORY MEMORY

  fleeting

  objects seen may last for only half a second

  things heard may last about three seconds

  • if not attended to, may be forgotten

   
• SHORT-TERM MEMORY

  -sensation must be of some interest to the person or activate a known schema

  -whatever we are thinking about or that which impinges on us from an external stimulus at any given time

  -may last about 20 seconds, unless repeated
• LONG-TERM MEMORY

  - Firmly tie things to an existing schema in the brain

  - Mnemonics, relate name to other similar name, create mental association picture

  *focus on making learning meaningful and interesting and tying it to students’ existing schemata

  *elaboration, application, analogies, questioning, organizing, summarizing
• Behaviorist – acquisition of knowledge and skills that changes a person’s behavior
• Cognitive- acquisition of knowledge than on the resulting behavior change

  • More concerned with what the knowledge means to a person than they are with whether the person’s behavior will change as a result
• the process whereby novices become more expert”

  • Domain-specific learning

  - The amount of knowledge and understanding you already possess on a subject will have a tremendous influence on what and how you learn

  - Easier for you to learn more->present schema

   
• METACOGNITION

  - Evolved from the study of information processing;thinking about one’s thinking

  - Process learners use to gauge their thinking while reading, studying, trying to learn, solving

  - Some people are intelligent novices

   -> they know what they know and what they don’t know, and they plan to get the info and understanding they need