HEALTH ED MIDTERMS

• Educator's role in the learning process

  Assess the learner in relation to the 3 factors that affect learning/determinants of learning
• Learning needs


  Gaps in knowledge that exist between a desired level of performance and the actual level of performance
• Criteria for prioritizing learning needs

  • Mandatory-learning needs that must be immediately met (life-threatening/needed for survival)
  • Desirable-learning needs that must be met to promote well-being; not life- dependent
  • Possible-" nice to know"; not directly related to daily activities
• Methods of assessing learning needs

  • Informal conversation or interviews- open-ended questions
  • Structured interviews-predetermined questions
  • Written pretests
  • Observation of health behaviors over a period of different times
• Advantages of assessing the learning needs

  • Allow the health educator to design her teaching plan according to what the client already knows, what he/she still needs to know and to determine the approach, strategy, methods and device to be used
  • Plan, introduce or even manipulate some factors in the learning environment or the learner's milieu
• Readiness to learn


  Is the time when the patient is willing to learn or is receptive to information
• Teachable moment


  Point in time when the learner is most receptive to a teaching situation
• When assessing readiness to learn, the health educator must

  1. Determine what needs to be taught

  2. Find out exactly when the learner is ready to learn

  3. Discover what the patient wants to learn

  4. Identify what is required of the learner
• What needs to be determined when assessing readiness to learn

  • What needs to be learned
  • What the learning objectives should be
  • Which domain of learning and what level the lesson will be taught
  • Determine the timing
  • Determine if rapport or interpersonal relationship has been established
  • Motivation
  • Plan for teaching matches the development level of the learner
• Types of readiness to learn

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


  • Measures of ability -strength, agility, endurance
  • Complexity of task -difficulty level
  • Environmental effects - conducive to learning
  • Health status -good health/ill health
  • Gender-M-less inclined to seek consultation/intervention, more health conscious, receptive to medical care & health promotion teaching
• Emotional readiness


  • Anxiety level-some degree may motivate a person to learn
  • A moderate level of anxiety- contributes to successful learning; best time for learning
  • Support system
  • Motivation -associated with emotional readiness or willingness to learn
  • Risk taking behaviors
  • Frame of mind -priorities (Maslow's)
  • Developmental stage -determines the peak time for readiness to learn or "teachable moment"
• Experiential readiness


  • Level of aspiration (short-term/long-term goals)
  • Past coping mechanisms
  • Cultural background- (include language)
  • Locus of control -motivation to learn
  • Orientation -parochial or cosmopolitan
• Knowledge readiness


  • It refers to the present knowledge base (stock knowledge)
  • Cognitive ability -lower level of learning
• Motivation


  • Psychological force that moves a person to some kind of action
  • Willingness of the learner to embrace learning, with readiness as evidence of motivation
  • Moving forward to reach one's goals or meet a need
  • Related to learning behavior or learning and behavior
  • Force that drives the learner to learn and to comply or apply the knowledge resulting to a change in behavior
• Literacy

  • The ability of adults to read, understand and interpret information written at the 8th grade level or above
  • The relative ability of person to use printed and written materials
• Health literacy


  How well an individual can read, interpret and comprehend health information for maintaining a high level of wellness
• Factors in assessing levels of literacy

  • Reading or word recognition
  • Readability
  • Comprehension
• Manifestations of clients with low literacy

  • Not even attempting to read printed materials
  • Asking to take PEMs (printed educational materials) to discuss with significant others
  • Claiming that eyeglasses were left at home
  • Stating that cannot read because they are tired
  • Avoiding discussions of written material or not asking questions
  • Mouthing words as they try to read
• REALM


  Rapid estimate of Adult Literacy in Medicine - Requires patient to pronounce common medical and anatomical words, contains 66 words arranged in 3 columns, in ascending order
• WRAT


  Wide Range Achievement Test - Asked to read aloud from a list of 42 words of increasing difficulty, if 10 consecutive words are mispronounced, test is stopped
• Teaching strategies for low literate patients

  1. Establish a trusting relationship before T-L process

  2. Focus on the strengths

  3. Specifying what needs to be learned