Health ed

• Learning


  A change in mental processing, emotional functioning, and/or behavior as result of experience
• Educator's role in learning


  To assess the learner in relation to the three factors that affect learning
• Learning Needs


  Gaps of knowledge that exist between a desired level of performance and the actual level of performance
• Methods of Assessing Learning Needs


  • Informal Conversations or Interviews
  • Structured Interviews
  • Written Pretests
  • Observations
• Interview


  A conversation between two or more people where questions are asked by the interviewer to obtain information from the interviewee
• Structured Interviews


  Aim to ensure that each interview is presented with exactly the same questions in the same order
• 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
• Observation


  An activity of a living being (such as a human), consisting of receiving knowledge of the outside world through the senses, or the recording 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
• Maslow's Hierarchy of Needs


  • Physiological needs
  • Safety and security needs
  • Love and belongingness needs
  • Self-esteem needs
  • Self-actualization
• Criteria for Prioritizing Learning Needs


  • Mandatory
  • Desirable
  • Possible
• Assessing Readiness to Learn


  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

  5. Determine if the timing is right

  6. Find out if the rapport or interpersonal relationship with the learner has been established

  7. Determine if the learner is showing signs of motivation

  8. Assess if the plan for teaching matches the development level of the learner
• Types of Readiness to Learn (PEEK)


  • Physical Readiness
  • Emotional Readiness
  • Experiential Readiness
  • Knowledge Readiness
• Types of Learning Styles


  • Visual
  • Auditory
  • Kinesthetic
• Developing a Health Education Plan


  1. Manage The Planning Process

  2. Conduct A Situational Assessment

  3. Identify Goals, Populations Of Interest, Outcomes And Outcome Objectives

  4. Identify Strategies, Activities, Outputs, Process Objectives And Resources

  5. Develop Indicators

  6. Review The Program Plan
• Types of Objectives


  • Health objectives
  • Behavioral objectives
  • Learning objectives
  • Resource objective
• Strategies and Methodologies


  1. Develop plan of work

  2. Work plan
• Implementation of the Programs

  1. Implementation

  2. Monitoring
• Evaluation


  • Effectiveness
  • Efficiency
• Infant/toddler centers


  Where a director often leads the program
• Kith and Kin care


  Relative or neighbor is responsible for both facilitating learning and attending to administrative problems
• Classroom Design


  • Should be set up with a goal of letting children know where materials go
• Storage and display


  • Play area can be anywhere in your classroom
• Classroom Design and Safety


  • You should have a cleaning/sanitizing schedule
  • Check for toy safety recalls
• Collect Information


  Effective programs that support wellbeing, development and learning of the program
• Question


  Understanding the information collected
• Plan


  Designing experiences and environments
• Reflect


  Evaluating children
• Linked to


  The learning outcomes and practice principles
• Decision Making


  Helps us to deal constructively with decision about our lives
• Creative Thinking


  Contributes to both decision making and problem solving by enabling us to explore the available alternatives and various consequences of our actions and non-actions
• Interpersonal relationship


  Skills helps us to relate in positive ways with the people we interact with
• Developing Self Awareness


  Can help us to recognize when we are stressed or feel under pressure
• Empathy


  Is the ability to imagine that life is like for another person, even in situation that we may not be familiar with
• Life Experience


  • Adult learners have life skills and experiences that are reflected in their coursework and what they expect from their programs
• Active Learners


  • Adult learners are rarely passive learners, they tend to work hard in and out of class
• Busy Schedules


  • The program must be flexible for adult learners to be successful
• Academic Experience


  • Adult learners are often worried or apprehensive about going back to school since many have been out of school for a long time
  • However, they are typically very successful as they are highly motivated and self-directed
• Wisdom


  Adult learners should be respected for the life and career experiences they bring to the classroom
• Manage The Planning Process


  1. Develop a plan to manage stakeholder participation, timelines, resources, and determine methods for data-gathering, interpretation, and decision making

  2. Plan how you will allocate financial, material, and human resources

  3. Consider the data required to make decisions at each step and include adequate time for data collection and interpretation

  4. Establish a clear decision‐making process (e.g., by consensus, by committee)