Health Education

• Clinical teaching


  An individualized or group teaching to the nursing student in the clinical area by the nurse educators, staff and clinical nurse manager
• Clinical setting


  • Place where the students come in contact with patient for the purpose of testing theories and learning
  • Teaching in clinical setting is a challenge that is different from those encountered in the classroom. Like any other skill based profession, nursing also requires the development of relationship between theory and practice
• Clinical teaching


  Vehicle that provides students with opportunity to translate basic theoretical knowledge into learning of variety of intellectual and psychomotor skills needed to provide patient – centered quality nursing care
• Purposes of clinical teaching


  • Offers opportunity for the application of theoretical concepts, rationales and procedures
  • Skills are perfected in the clinical area
  • Honing of skills of observation, problem-solving and decision making
  • Organization of data students have compiled, as well as the intellectual and psychomotor skills they need to perform
  • Cultural competence
  • Skills of socialization are learned
• Principles of clinical teaching


  • Should reflect the nature of professional practice
  • Supported by climate of mutual trust and respect
  • Focus on essential knowledge, skills and attitude
• Models of clinical teaching


  • Clinical Instructor assigned to 8-12 students in a clinical area (based on CHED mandate)
  • Students are retained in the nursing skills lab until they are proficient in the skills required by a certain nursing procedure
  • Clinical nursing course to be conducted in the classroom area
• Ratio of students to clientele


  • Level 1 - 1:1 in 1st semester, 1:2 in 2nd semester
  • Level 2 - 1:2-3 in 1st semester, 1:3-4 in 2nd semester
  • Level 3 - 1:5 in 1st semester, 1:6 in 2nd semester
• Prescribed faculty-student ratio


  • Level 2 - 1:8 in both semesters
  • Level 3 - 1:10-12 in both semesters
  • Level 4 - 1:12-15 in both semesters
• Classroom teaching


  Large groups, no focus on patient, knowledge, theoretical framework, teacher-student ratio is large, passive students, less interactive
• Clinical teaching


  Small group, focus on patient, application of knowledge, clinical reasoning, teacher-student ratio is small, active students, more interactive
• Habilitation


  Activities and interactions that enable an individual with a disability to develop new abilities to achieve his or her maximum potential
• Rehabilitation


  Relearning of previous skills, which often requires an adjustment to altered functional abilities and altered lifestyle
• Teaching others to be independent in self management of their lives is a critical and challenging role for the nurse in any setting and with any population of individuals
• Disability


  • Complex phenomenon, reflecting an interaction between features of a person's body and features of the society in which he or she lives (WHO)
  • Universal human experience, focusing on the impact of disability rather than it's cause (ICF)
  • Individual's ability to work (SSA)
  • A physical or mental impairment which substantially limits one or more of the major life activities of the individual (ADA)
• Sensory disability


  Include the spectrum of disorders that affect a person's ability to use one or more of the five senses (auditory, visual, tactile, olfactory, and gustatory)
• Hearing impairment


  • People with impaired hearing—both the deaf and the hard of hearing—have a complete loss or a reduction in their sensitivity to sounds
  • Hearing loss is generally described according to three attributes: (1) type of hearing loss (2) degree of hearing loss (3) configuration of the hearing loss
• Types of hearing loss


  • Conductive hearing loss – usually correctable and causes reduction in the ability to hear faint noises
  • Sensorineural hearing loss – permanent and caused by damage to the cochlea or nerve pathways that transmit sound; sometimes referred to as nerve deafness; not only results in a reduction in sound level but also leads to difficulty in hearing certain sounds
  • Mixed hearing loss – combination of conductive and sensorineural losses
• Ways of communicating with deaf clients


  • Sign Language – American Sign Language (ASL)
  • Written Information – Most reliable and safest approach; Keep message simple
  • Lip Reading – process of interpreting speech by observing movements of the face, mouth, and tongue
  • Sound Augmentation – use of hearing aids; cupping of hands or use of stethoscope in reverse
• Tips for nurse educator when communicating with deaf clients


  • Be natural
  • Use short, simple sentences
  • Speak at moderate pace
  • Get attention before talking
  • Face the patient, not more than 6 feet away
  • Ask to eliminate environmental noise
  • Make sure hearing aid is turned on
• Things nurse educator must avoid when communicating with deaf clients


  • Talking and walking at the same time
  • Move head excessively
  • Speaking while in the other room
  • Standing directly in a bright light
  • Joking and using slang words
  • Placing intravenous line in the hand used for sign language
• Hearing impairment is a common disability that affects people of all ages who have either a total or partial auditory loss. It is estimated that approximately 30–48 million Americans have hearing loss in one or both ears. The incidence of hearing loss increases with age. Adult-onset hearing loss is often associated with exposure to loud sounds or noises (CDC, 2017c)
• Hearing loss is generally described according to three attributes: type of hearing loss, degree of hearing loss, and configuration of the hearing loss
• People with hearing loss may have a problem with one or both ears. The degree of hearing loss experienced by people with a hearing impairment is classified on a scale ranging from slight to profound
• Visual impairment


  • Some form and degree of visual difficulty and includes a wide spectrum of deficits, ranging from partial vision loss to total blindness
  • May also include visual field limitations, such as tunnel vision, alternating areas of total blindness and vision, and color blindness
• Major diseases causing visual impairment


  • Macular Degeneration
  • Cataract
  • Glaucoma
  • Diabetic Retinopathy
• Strategies in teaching visually impaired clients


  • Assessment
  • Speak directly to patient
  • Contact low-vision specialist
  • Rely on patients' other senses
  • Announce your presence, identifying yourself and explaining clearly
  • Take client's hand first if handshake is appropriate
  • Describe clearly steps of a procedure
  • Use tactile learning technique – characteristics and placement of objects
  • Enlarge the font size
  • Use bold colors
  • Use proper lighting
  • Provide large-print watches and clocks
  • Make use of audiotapes and recordings
  • Use standard computer features (screen magnifiers, high contrast, screen resolution adjustments)
  • Access appropriate resources for information (braille library)
  • Use sighted guide technique in teaching ambulation
  • Hold teaching sessions in quite, private spaces
• Learning disability


  • Disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations
  • Complex conditions that are frequently hidden and vary from individual to individual
• Diagnosis of learning disability requires "persistent difficulties in reading, writing, arithmetic or mathematical reasoning skills during formal schooling"
• Strategies for assisting patients with visual impairments


  • Enlarge the font size
  • Use bold colors
  • Use proper lighting
  • Provide large-print watches and clocks
  • Make use of audiotapes and recordings
  • Use standard computer features (screen magnifiers, high contrast, screen resolution adjustments)
  • Access appropriate resources for information (braille library)
  • Use sighted guide technique in teaching ambulation
  • Hold teaching sessions in quite, private spaces
• Learning disability


  Disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations
• Learning disabilities are complex conditions that are frequently hidden and vary from individual to individual
• Diagnosis of learning disability


  Persistent difficulties in reading, writing, arithmetic or mathematical reasoning skills during formal years of schooling (DSM-5)
• Learning disability


  Umbrella term that describes an array of conditions – dyslexia, dyscalculia, auditory processing disorders
• Common characteristics of learning disabilities


  • Learning problems and uneven patterns of development
  • Identified in childhood and persist into adulthood
  • Neurobiologically based
  • Result of a different wiring of the human brain
• Input learning disability


  Process of receiving and recording information in the brain, include visual perceptual, auditory perceptual, integrative processing, and memory disorders
• Dyslexia


  • Characterized by slow and inaccurate word recognition
  • Associated with reading difficulty
• Auditory processing disorder


  • Deficit in "working" or "short-term memory"
  • Umbrella term used to describe a condition that causes listening difficulties despite normal or near normal hearing acuity
  • Characterized by the inability to distinguish subtle differences in sounds
• Dyscalculia


  • Severe learning ability that impairs those parts of the brain involved in mathematical processing – inability to understand abstract concepts associated with numbers
• Output learning disability


  Process of orally responding and performing physical tasks, include language and motor disorders
• Language disability


  • Struggle answering questions and providing explanations
  • Tend to have more difficulty generating responses than initiating conversations