ncm 102 midterm

• Health Education is a Systematic, Sequential, Planned course of action consisting of two major interdependent operations, TEACHING and LEARNING
• Health Education Plan


  Educating and empowering people to avoid disease, to make lifestyle changes, and to improve health for themselves, their families, the environment, and their community
• Elements of a Health Education Plan

  • Information
  • Education
  • Communication
• Goal


  The final outcome or what is achieved at the end of the teaching-learning process
• Health Education Process


  A process concerned with assessing, designing, implementing and evaluating, documenting educational programs that enable families, groups, organizations and communities to play active roles in achieving, protecting and sustaining health
• Education Process


  • Two interdependent players, the teacher and the learner
  • Changes foster growth in the learner and the teacher
  • Should always be a participatory, shared approach to teaching and learning
• Teaching


  A deliberate intervention involving the PLANNING and IMPLEMENTATION of instructional activities and experiences to meet intended learner outcomes based on the teaching plan
• Objectives


  A specific, single, unidimensional behavior that must be achieved first before a goal is reached
• Instruction


  One aspect of teaching involving COMMUNICATING INFORMATION about a SPECIFIC SKILL in the cognitive, psychomotor, or affective domain
• Learning


  A CHANGE IN BEHAVIOR (knowledge, skills and attitudes) that can occur at any time or in any place as a result of EXPOSURE TO ENVIRONMENTAL STIMULI
• Steps that link Behavioral Objectives

  1. Identify the testing situation (condition)

  2. State the learner and the learner's behavior (performance)

  3. State the performance level (criterion)
• Patient Education


  A process of assisting people to learn health-related behaviors (SKVA) and incorporate these in everyday life
• Purpose of Formulating Objectives


  • To guide your selection and handling of course material
  • Help you determine whether people in the class have learned what you have tried to teach
• Taxonomy of Objectives (Bloom 1984)

  • Cognitive (knowing)
  • Psychomotor (doing)
  • Affective (feeling, valuing)
• Nursing process


  Appraise physical and psychosocial needs, Develop care plan based on mutual goal setting to meet individual needs
• Organizing Content


  • Content must be designed and structured in a logical manner
  • From generalization to specifics or vice versa
• Factors Affecting Choice of Teaching Methods

  • Objectives and type of learning the teacher is trying to achieve
  • Course Content
  • Abilities and interests of the teacher
  • Compatibility between the teacher and the teaching methods and between the learners and the teaching methods
  • Number of students in the class
  • Educational resources available in an institution
• Education process


  Ascertain learning needs, readiness to learn, and learning styles, Develop teaching plan based on mutually predetermined behavioral outcomes to meet individual needs
• Effective Teaching Methods


  • Students acquire knowledge
  • Improve performance or skills
  • Enhance problem-solving skills
  • Save time for learning
  • Allow speed in the transfer of learning abilities to them
• Nursing process


  Carry out nursing care interventions using standard procedures, Determine physical & psychosocial outcomes
• Criteria for Textbook Selection

  • Authoritative and reliable
  • Revised periodically for updating
  • Mechanical factors
  • Purpose and objectives
  • Content are well organized
• Guidelines in Conducting First Day of Class

  • Begin by introducing self
  • Establish a pleasant atmosphere
  • Use a little humor
  • Give your expectations for the course
  • Review course syllabus or outline
  • Give general classroom rules
  • End introductory portion by trying to attract the learner's appetite for the topics to be discussed
• Guidelines in Conducting Subsequent Classes

  • Begin by gaining and controlling the attention of the learners
  • Assess the learners' background - how much they know about the topic
• ASSURE Model


  A - analyze learner, S - state objectives, S - select instructional materials, U - use teaching materials, R - require learner performance, E - evaluate/revise teaching & learning
• Assessing the Learners


  • Learning needs, Readiness to learn, Learning style
• Learning Needs


  Gaps in knowledge that exist between a desired level of performance and the actual level of performance
• Steps in Assessing Learning Needs


  1. Identify the learner

  2. Choose the right setting

  3. Collect data on the learner

  4. Include the learner as a source of information

  5. Involve members of the healthcare team

  6. Prioritize needs

  7. Determine availability of educational resources

  8. Assess demands of the organization

  9. Take time-management issues into account
• Readiness to Learn


  The time when the learner demonstrates an interest in learning the type or degree of information necessary to maintain optimal health or to become more skillful in a job
• PEEK (Readiness to Learn)

  • Physical readiness
  • Emotional readiness
  • Experiential readiness
  • Knowledge readiness
• Physical Readiness

  Measures of ability, Complexity of task, Environmental effects, Health status, Gender
• Emotional Readiness

  Anxiety level, Support system, Motivation, Risk-taking behavior, Frame of mind, Developmental stage
• Experiential Readiness


  Level of aspiration, Past coping mechanisms, Cultural background, Locus of control, Orientation
• Knowledge Readiness


  Present knowledge base, Cognitive ability, Learning disabilities, Learning styles
• Learning Styles


  Ways in which an individual processes information or different approaches or methods of learning
• Six Learning Style Principles


  • Both the style by which the teacher prefers to teach and the style by which the student prefers to learn can be identified
  • Teachers need to guard against overteaching by their own preferred learning styles
  • Teachers are most helpful when they assist students in identifying and learning through their own style preferences
  • Students should have the opportunity to learn through their preferred style
  • Students should be encouraged to diversify their style preferences
  • Teachers can develop specific learning activities that reinforce each modality or style
• Learning Style Instruments

  • Kolb's Learning Style Inventory
  • Gregorc Style Delineator
  • Gardner's Seven Types of Intelligence
  • Field-Independent/Field-Dependent
  • Right-Brain/Left-Brain and Whole-Brain Thinking
  • Embedded Figures Test
  • Dunn and Dunn Learning Style Inventory
  • Myers-Briggs Type Indicator
  • 4MAT System
• Kolb's Cycle of Learning

  1. Concrete Experience

  2. Reflective Observation

  3. Abstract Conceptualization

  4. Active Experimentation
• Kolb's Four Learning Styles

  • Converger, Diverger, Accommodator, Assimilator
• Gregorc Cognitive Styles Model


  The mind has mediation abilities of perception and ordering and this affects how the person learns
• Four Mediation Channels

  • Concrete Sequential, Abstract Sequential, Concrete Random, Abstract Random