NCM 102

• Health Education


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


  Any combination of learning experiences designed to facilitate voluntary adaptations of behavior conducive to health
• Purpose of health education

  To contribute to health and well-being by promoting lifestyles, community actions and conditions that make it possible to live healthful lives
• Health education


  • Begins with people, aims to motivate them with whatever interests they may have in improving their living conditions, develops a sense of responsibility for health conditions for themselves as individuals, as members of families, and as communities
• Communicable disease control through health education

  Appraisal of what is known by a population about a disease, assessment of habits and attitudes of the people as they relate to spread and frequency of the disease, presentation of specific means to remedy observed deficiencies
• Education process


  A systematic, sequential, planned course of action with teaching and learning as its two major interdependent functions and the teacher and learner as the key players involved
• Teaching


  A deliberate intervention involving the planning and implementation of instructional activities and experiences to meet the intended learner outcomes based on the teaching plans
• Instruction


  One aspect of teaching, which involves communicating information about a specific skill (cognitive, affective or psychomotor)
• 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
• Patient education


  A process of assisting people to learn health-related behaviors (knowledge, skills, attitudes, values) which can be incorporated into their everyday lives
• Staff education


  The need for nurses as health educators to be knowledgeable about the principles of teaching and learning, and to focus on the "learner learning" rather than the "teacher teaching"
• Three pillars of the teaching-learning process

  • Teacher
  • Learner
  • Subject-matter
• Nursing process


  Focuses on planning and implementation of care based on assessment and diagnosis of the patient's physical and psychosocial needs
• Education process


  Identifies instructional content and methods based on an assessment of the client's learning needs, readiness to learn and learning styles
• Nursing process outcomes


  When the physical and psychosocial needs of the client are met
• Education process outcomes


  When changes in knowledge, attitudes and skills occur
• Role of the educator


  Not primarily to teach, but to promote learning and to provide for an environment conducive to learning - to create the teachable moment rather than just wait for it to happen
• ASSURE Model as Education Process Paradigm

  1. Analyze the learner

  2. State the objectives

  3. Select the instructional media and materials

  4. Use the materials and the instructional media

  5. Require learner participation

  6. Evaluate and revise
• For nurses to fulfill the role of educator, they must have a solid foundation in the principles of teaching and learning and special training in instructional skills
• The minimum qualifications for nurse educators should be a BSN degree and ideally the educator's role should be delegated to nurses with master's degrees (advanced practice nurses like clinical nurse specialists and nurse practitioners)
• Patient teaching vs patient education

  Patient teaching implies a didactic information-giving approach, while patient education implies something more comprehensive, for which specialist skills are required
• The teaching function will always be an integral part of the duties of a professional nurse, dating back to the time when Nursing was given recognition as a discipline in the 1800's and health education became a unique and independent function of the nurse
• Florence Nightingale, the mother of modern nursing and founder of the first school of nursing, taught nurses, physicians, and other health officials about the importance of clean, well-ventilated and well-lit environment in the hospital and at home in assisting the patients to get well and improve their sense of well-being
• Recognition as a discipline

  Nursing became a unique and independent function in the 1800's
• Period of Educated Nursing

  Education became an essential role of the nurse in the mid-1800's through the efforts of Florence Nightingale
• Florence Nightingale


  • Mother of modern nursing
  • Founder of the first school of nursing
• Nightingale's ideas were published in "Note on Nursing" and "Notes on Hospitals"
• By the early 1900s, the importance of education in the promotion of health and prevention of illness was recognized and practiced by the public health nurses
• Today, teaching is included within the scope of nursing practice responsibilities
• Role of the Nurse as a Health Educator

  • Giver of information
  • Facilitator of learning
  • Coordinator of teaching
  • Client advocate
• Principles in the design/implementation of health education strategies and methods

  • The people have a right to make decisions affecting their lives
  • There is a moral imperative to provide people with all relevant information and resources possible to make their choice freely and intelligently
• Effective Teachers

  • Committed - don't watch the clock, go the extra mile, work long hours
  • Creative - stimulate intellectual inquisitiveness, exploratory and critical thinking
  • Intuitive - able to identify the student's predominant style of intelligence and build on their strengths
• There is no one style, skill or technique that is effective for all learners and all teaching situations
• Hallmarks of Good or Effective Teaching in Nursing

  • Professional competence - thorough knowledge of subject matter, proper demonstration skills, continuing professional education, clinical practice and expertise
  • Possession of skillful interpersonal relationships with students - takes personal interest, fair and just, sensitive to feelings and problems, conveys respect, allows free expression, accessible, conveys warmth
  • Desirable personal characteristics - charisma, enthusiasm, cheerfulness, self-control, patience, flexibility, sense of humor, good speaking voice, self-confidence, willingness to admit error, caring attitude
  • Teaching practices - thorough knowledge of subject matter, presents material in clear, interesting, logical and organized manner
  • Evaluation practices - clearly communicating expectations, providing timely feedback, correcting students tactfully, fair evaluation processes
  • Availability to students especially in laboratory, clinical and other skills application areas
• Teacher clarity


  Behaviors that teachers use to make what is to be learned as intelligible, comprehensible and learnable as possible - logically organizes instruction, explains what is to be learned, uses simple terms, constantly assesses student understanding, uses repetition and summarization
• Teacher style

  • Blend of form or content - ways of talking, moving, relating and thinking; scholarliness, intelligence and sincerity
  • Teaching persona - ability to stimulate student's interest and enthusiasm for the subject
• 7 Principles of Good Practice Teaching in Undergraduate Education

  • Encourage interaction between teacher and learner
  • Elicit cooperation among students to do collaborative learning
  • Students should engage in active learning
  • Giving prompt feedback
  • Emphasizing time on task
  • Communicating higher expectations
  • Respecting the diverse talents and ways of learning
• Role of the Nurse as a Health Educator

  
  

  Facilitator of learning

  Coordinator of teaching

  Client advocate