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• Health education


  An essential process with intellectual, psychological, and social dimensions relating to activities which includes the abilities of people to make informed decisions affecting their personal, family and community well-being
• Health Education Process


  1. Assessing

  2. Designing

  3. Implementing

  4. Evaluating

  5. Documenting educational programs that enable families, groups, organizations, and communities to play active roles in achieving, protecting and sustaining health
• Focus of health teaching

  Promotion of good health, restoration, and even management of common illnesses at home
• Components of health education

  • Teaching
  • Learning
• Teaching


  A deliberate intervention involving planning and implementation of instructional activities and experiences to meet intended learner outcomes based on the teaching plan
• 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 any place as a result of exposure to environmental stimuli
• The aim of health teaching will be imparting new knowledge on a client's health condition or the performance of a treatment at home and even a change in their behavior to promote good health
• Patient Education


  A process of assisting people to learn health-related behaviors (SKVA) and incorporate these in their everyday life
• Educator's Role in Learning


  • Assessing problems or deficits
  • Providing information, and presenting it in a unique way
  • Identifying progress being made
  • Giving feedback, and follow up
  • Reinforcing learning in the acquisition of (ksa) knowledge, the performance of a skill or change in attitude
  • Evaluating learners' abilities
• 3 Pillars in teaching and learning

  • Teacher
  • Learner
  • Subject matter
• Important steps in the conduct of health education

  1. Assess the learners

  2. Design a health teaching plan

  3. Implement the plan

  4. Evaluate
• Nursing Process


  • The learner appraises physical and psychological needs
  • Development of a care plan is important which is based on neutral goal setting to meet individual needs
  • Development of a healthcare plan is based on mutual goal setting to meet individual needs
  • Carry out nursing care interventions using standard procedures
  • Determine the physical and psychosocial outcomes after your conduct of your nursing intervention
• Education Process


  • Assess the learning needs of your learners
  • Development of a health teaching plan is based on mutually predetermined behavioral outcome that is to meet individual needs
  • Perform the act of teaching using Instructional methods and tools
  • Determine behaviour change (OUTCOMES) in their knowledge, attitudes, and skills
• Similarities between Nursing Process and Education Process: Both involve assessment, preparation, implementation, and evaluation
• Differences between Nursing Process and Education Process: Nursing Process involves giving nursing care, Education Process involves giving health information and teaching
• Determinants to Learning


  • Educational and experience levels of staff and patients
  • Time constraints
• ASSURE Model


  1. Analyze learner

  2. State objectives

  3. Select instructional materials

  4. Use teaching materials

  5. Require learner performance

  6. Evaluate/revise teaching & learning
• 3 elements in 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
• The purposes of assessing learning needs are to discover what has to be taught and to determine the extent of instruction or if instruction is necessary at all
• Identification of information will ensure your clients need to learn is essential in the preparation for a health teaching plan
• Steps in Assessing the Learning Needs

  • Identify the Learner
  • Choose the right setting
  • Collection of data on the learner
  • Involve the learner in the discussion
  • Involve members of the health care team
  • A list of needs/ Prioritize the needs
  • Determine availability of educational resources
  • Assess demands of the organization
  • Take time-management issues into account
• Prioritization Criteria

  • Mandatory: Needs to be learned for survival or when the learner's life or safety is threatened
  • Desirable: Needs that are not life-dependent but are related to well-being or the overall ability
  • Possible: Needs for information that are "nice to know" but not essential or required or situations
• Methods of Assessing Learning Needs

  • Informal Conversations
  • Structured Interviews
  • Focus Group discussion
  • Self-administered questionnaires
  • Patient's chart
  • Tests
  • Observations
  • Written job descriptions
  • Formal and informal request
  • Quality assurance reports
  • Chart audits
  • Rules and regulations
  • Four-step appraisal of needs
• Readiness to Learn


  A time when a 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
• 4 types in assessing the 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 Learning


  Refers to the learner's past experiences with learning
• Experiential Readiness

  • Level of Aspirations
  • Past Coping Mechanisms
  • Cultural Background
  • Locus of control
  • Orientation
• Knowledge Readiness


  Refers to the learner's present knowledge base, the level of learning capability, and the preferred style of learning
• Knowledge Readiness


  • Present Knowledge Base
  • Cognitive Ability
• Learning Styles


  Ways in which an individual processes information or different approaches or methods of learning
• 6 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
• Most common learning style models are David Kolb's Cycle of Learning (1984) or Theory of Experiential Learning and Anthony Gregorc's Cognitive Styles Model (1982)
• Learning style


  Preferences and approaches that individuals use to learn
• Learning style models


  • 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
• The most common learning style models are David Kolb's Cycle of Learning (1984) or Theory of Experiential Learning and Anthony Gregorc's Cognitive Styles Model (1982)