HEALTH EDUCATION MODULE 4

• Learning is relatively a change in mental processing, emotional functioning, and/or behavior as result of experience.
• Educator’s role in learning is primarily to assess the learner in relation to the three factors that affect learning.
• Learning Needs are gaps of knowledge that exist between a desired level of performance and the actual level of performance. A gap between what someone knows and what someone needs to know due to lack of knowledge, attitudes or skills.
• Give 4 Methods of Assessing Learning Needs

  a.       Informal Conversations or Interviews

  a.       Structured Interviews

  a.       Written Pretests


  observation
• a.       Informal Conversations or Interviews

  -An interview is a conversation between two or more people where questions are asked by the interviewer to obtain information from the interviewee.
• a.       Structured Interviews

  -The aim of this approach is to ensure that each interview is presented with exactly the same questions in the same order.
• a.       Written Pretests

  -Can be given to identify the knowledge level of the potential learner and to help in evaluating whether the learner has taken place by comparing pretest with post-test scores.
• a.       Observations

  -Observation is either an activity of a living being (such as a human), consisting of receiving knowledge of the outside world through the senses, or there cording of data using scientific instruments.
• 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. Include members of the healthcare team

  6. Determine availability of educational resources

  7. Assess demands of the organization

  8. Consider time-management issues

  9. Prioritize needs
• ·       Self-actualization

  o   Recognition and realization of one’s potential, growth, health and autonomy
• Self-esteem needs

  o   Sense of self-worth, self-respect, independence, dignity, privacy and self-reliance
• ·       Love and belongingness needs

  o   Affiliation, affection, intimacy, support reassurance
• ·       Safety and security needs

  o   Safety from physiologic and psychological threats, protection, stability
• ·       Physiological needs

  o   Oxygen, food, elimination, temperature control, sex, movement, rest, comfort
• state the 3 THE CRITERIA FOR PRIORITIZING LEARNING NEEDS (HEALTHCARE EDUCATIONASSOCIATION, 1985)

  Mandatory Desirable Possible
• a.       Mandatory

  • learning needs that must be immediately met since they are life threatening or are needed for survival.

  Ex. A person with an impending heart attack should be taught of the signs and symptoms and emergency measures or what medicines to take to be prepared/stop the occurrence.
• a.       Desirable

  -learning needs that must be met to promote well-being and are not life-dependent.

  Ex. patient with pulmonary tuberculosis should understand the importance of taking the medicines regularly until the regimen ends to be totally cured.
• a.       Possible

  -nice to know´ learning needs which are not directly related to daily activities.

  Ex. An obese patient who just lost weight because of her diabetes may not necessarily need information on tummy tucking as a surgical or aesthetic procedure to remove sagging abdominal muscles. Her main concern is Diabetes Mellitus.
• FOUR TYPES OF READINESS TO LEARN (PEEK)

  Physical Emotional Experiential Knowledge Readiness
• 4 Physical Readiness Measure of ability     Complexity of task     Health status       Gender
• 1.       Measure of ability

  -adequate strength, flexibility and endurance is needed to teach a patient how to walk on crutches and for him/her to be ready to learn while measures requiring visual and auditory acuity a patient also affect the learning readiness especially if the senses of sight and hearing are impaired.
• 1.       Complexity of task

  -        the difficulty level of the subject or the task to be mastered; psychomotor skills require varying degrees of manual dexterity and physical energy output but once acquired or mastered; they are usually retained better and longer than learning in the cognitive and affective domains.
• 1.       Health status

  -        Is the patient in a state of good health or ill health? Does he still have the energy or motivation to learn?
• 1.       Gender

  -        studies show that men are less inclined to seek health consultation or intervention than women. Women, on the other hand, are more health conscious and receptive to medical care and health promotion teaching (Bertakisetal.,2000).