Health Educ

• Motivational construct


  • 5 primary construct
  • Motivation is influenced by neurocognitive activities of the brain
  • Motivational state is either positively or negatively impacted by fluid interaction of an individual's cognitive & affective behavior
  • Motivation is influenced by personal attribute & beliefs such as self and locus control
  • Are components of motivation that serve as internal or external forces influencing an individual to act or not to act
• Motivation is affected by relationship within the context of society, groups, and cultures to which an individual identifies with or belong

  Motivation is influenced by the integration of self-regulated learning activities that involve goal orientation, performance achievement & self reflection
• Motivational incentives


  Reward or obstacle
• Neurocognitive activities


  It involves brain activity both electrically and chemically causing reaction of the neural synapses
• Acquiring new knowledge

  1. Transforming the new information into something meaningful

  2. Evaluating new knowledge for accuracy & pertinence
• Motivational states


  Negatively impacted, interfering with what previously were ideal learning
• Personal attributes & beliefs

  • Locus of control - refer to individual's sense of responsibility for their own behavior & extent to which motivation to act originates from within the person
  • Health locus of control - describe an individual's belief that health is dependent on internal and external factor
• Dimensions to the concept of health locus of control

  • Internal: power originates from within & is related to personal abilities
  • Chance external: fate is a powerful outside influence
  • Others external: others such as family, friends & associates are powerful influences
  • Doctor external: have power to control the outcomes
• Self-efficacy

  A person's belief in their own capacities or abilities to achieve one or more goals they set for themselves and is indicative of self confidence & feelings of self control; it is a significant predictor of motivation & behavior change
• Self-regulated learning


  An action oriented approach to learning whereby learner takes responsibility for their learning rather than just reacting to teaching situations
• Phases of self-regulated learning

  1. Forethought - revolves around planning, including task analysis

  2. Performance - self control & self observation

  3. Self-reflection
• Bandura's learning theory


  Social learning theory - learning occurs through observation, imitation & modeling and is influenced by factors such as attention, motivation, attitudes & emotions
• Concepts of Bandura's learning theory

  • Attention
  • Retention
  • Reproduction
  • Motivation
• Motivational axioms

  • State of optimal anxiety
  • Learner readiness
  • Realistic goal setting
  • Learner satisfaction/success
  • Uncertainty-reducing or uncertainty maintaining dialogue
• Teaching strategies to promote health

  1. Establishing a trusting relationship

  2. Use a smallest amount of information possible to accomplish the predetermined behavioral objectives

  3. Make points of information as vivid & explicit as possible

  4. Teach one step at a time

  5. Use multiple teaching methods & instructional tools requiring fewer literacy skills

  6. Allow patients the chance to state information in their own words & to demonstrate any procedure being taught

  7. Keep motivation high

  8. Build in coordination of procedure

  9. Use repetition to reinforce information
• Preparing nurses for diversity - having a workforce that is made up of not only multiple races and characters, but it is also includes diversity in gender & sexual orientation, age, religious backgrounds, SES, disability, national origin and veteran status
• Types of disabilities


  • Sensory disability
  • Learning disability
  • Developmental disability
  • Physical disability
  • Communication disorder
• Goals


  • The final outcome to be achieved at the end of the teaching & learning process
  • Global & broad in nature and are long term targets for both the learner & teacher
• Objectives


  • Specific, single, concrete, one dimensional behavior
  • Short term & should be achieved at the end of one teaching session or shortly after several sessions
  • Subobjectives - may be written & reflect aspects of a main objective
• Types of objectives


  • Educational objective - used to identify the intended outcomes of the education process
  • Instructional objectives - the teaching activities, specific content areas and resources used to facilitate effective instruction
  • Behavioral objectives or learning objectives - action oriented rather than teacher centered; it describe precisely what the learner will be able to do following a learning situation
• Rules in writing objectives

  • Specific
  • Measurable
  • Achievable
  • Realistic
  • Timely
• Taxonomy is the practice and science of categorization or classification
• Objectives and goals must be clearly written, realistic and learner centered
• Importance of using behavioral objectives

  • Helps to keep educator's thinking on target and learner-centered
  • Communicates to learner & healthcare team members what is planned for teaching & learning
  • Helps learner understand what is expected of them so they can keep track of their progress
  • Forces the educator to select & organize educational materials so they do not get lost in the content & forget the learner's role in the process
  • Encourages educators to evaluate their own motives for teaching
  • Tailors teaching to the learner's unique needs
  • Creates guidepost for teacher evaluation and documentation
  • Focuses attention on what the learner will come away with once the teaching-learning process is completed, not on what is taught
  • Orients teacher & learner to the end results of the educational process
  • Makes it easier for the learner to visualize performing the required skills
• Advantages in writing clear objectives

  • They provide a solid foundation for the selection or design of instructional content, methods & materials
  • They provide learners with ways to organize their effort to reach their goals
  • They help determine whether an objective has, in fact, been met
• Writing behavioral objectives and goals

  • Performance - describe what the learner expected to be able to do, demonstrate the kinds of behaviors the teacher will accept evidence that objectives have been achieved
  • Condition - describe the situations under which the behavior will be observed or the performance will be expected to occur
  • Criterion - describe how well, with what accuracy or within what time frame the learner must be able to perform the behavior so as to be considered competent
• Common mistakes when writing objectives
• Taxonomy of educational objectives

  • Cognitive domains - knowledge
  • Affective - receiving, feeling
  • Psychomotor - skills
• Requirement to submit on 4/22/2024: Develop your own teaching plan for a 12 year old student, choose 2 topics only and follow the format from the PPT slide #30. Develop your own review questions and answers for the mid-term for the whole lecture (50 items multiple choice/identification)