NANETH L.

CALUBONG RN,MSN
Health Education Process

Is a systematic, sequential, logical, science-

based, planned course of action consisting of two
major interdependent operations: teaching and
learning. The education process is framework for
a participatory, shared approach to teaching and
learning.

The education process, focuses on the planning

and implementation of teaching based on an
assessment and prioritization of the client’s
learning needs, readiness to learn and learning
style.

The outcomes of the education process are

achieved when changes in knowledge, attitudes
and skills occur.
Assessing the learner
 Assessment of the
learner includes The three Determinants of learning-
attending to the that require assessment are: (Haggard,
three determinants
of learning (Haggard 1989)
1989) 1. The needs of the learner- what the
o Learning needs-
learner needs and wants to learn
what the learner
needs and wants 2. The state of readiness to learn- when
to learn the learner is receptive to learning
o Readiness to
learn- when the 3. The preferred learning style for
learner is processing information- how the learner
receptive to best learns or prefer to learn
learning
o Learning style-
how the learner
best learns or
prefer to learn
The educator role plays a crucial role in the
learning process by doing the following

o Assessing the learner’s problems, support, deficits and

abilities.
o Providing important best evidence information and presenting
it in unique and appropriate ways.
o Identifying process being made
o Giving feedback and follow up
o Reinforcing learning in the acquisition of new knowledge, skills,
and attitudes
o Determining the effectiveness of education provided
Learning Needs
 Defined as gaps in knowledge that exit
between a desired level of performance and
the actual level of performance.
 Learning needs is the gap of between what
someone knowns and what someone needs or
wants to know.
 Gaps may arise because of lack of knowledge,
attitudes, or skill.
 Learning needs also known as information
needs or education needs. Although the
concepts can be defined differently by different
authors, the concepts can be used
interchangeably for health care, as the
methods of used in assessment are the same.
  Identifying the le
Important Choose the right setting learner
steps in the Collect data about the learner
assessment of Collect data from the learner
learning needs. Involve members of the healthcare team
Prioritize needs-
Criteria for prioritizing learning needs
◦ Mandatory
◦ Desirable
◦ Possible
Provide only need to or want to know information
Determine availability of educational resources
Assess the demands of the determination
Take time managements issues into account
General Methods to Assess Learning Needs

1. Informal Conversations
2. Structured Interviews
3. Focus Group
4. Questionnaires-
5. Tests.
6. Observations
7. Documentations
  When the learner demonstrates an interest in
learning the information necessary to maintain
optimal health or to become more skillful in job.
 Readiness to learn occurs when the learners is
receptive, willing and able to participate in the
Readiness to Learn learning process.
 Physical Readiness
 Measure’s ability
 Complexity of task
 Environmental effect
 Health status
 Gender
Emotional Readiness
 Anxiety level
 Support system
 Motivation
 Risk-tasking behavior
 Frame of mind
 Developmental stage
Experiential Readiness
 Level of aspiration
 Past coping mechanism
 Cultural background
 Locus of control
Knowledge Readiness
 Present knowledge base
 Cognitive ability
 Learning disabilities
 Learning styl
  Refers to the ways in which and conditions under
Learning which learners most efficiently and most effectively
perceive, process, store, and recall what they are
style attempting to learn and their preferred approaches
to different learning tasks.
 Models are based on the premise that certain
characteristics of learning are biological in origin,
whereas others are sociologically developed resulting
from environmental influences
 3 Mechanisms to determine learning style are
Determinin observation, interviews and administration of
learning style instruments.
g Learning  By observing the learner in action, the educator can
Styles ascertain how the learner grasps information and solves
problems.
 For example, when doing a math calculation, does the
learner write down every step or just the answer?
 In an interview, the educator can ask the learner about
preferred ways of learning as well as the environment
most comfortable for learning.
 Is group discussion or self-instruction preferable?
 Does the learner prefer hands-on activities or reading
instructions?
 Is a warm or cold room more conducive to conversation?
Simply asking the question, “How do you learn best?”
can yield valuable information on this front. Finally, the
educator can administer learning style instruments
 LEARNING STYLES

Holistic/global thinkers
->want to get the whole picture quickly, or the gist of things; broad categories before details

Analytic thinkers
->process details of a picture; outline component parts in logical way

Verbal approach
-> represent, in their brains, information they read, see, or hear in terms of words

Visual approach
->experience information they read, see, or hear in terms of mental pictures or images
 KOLB’S
THEORY OF
EXPERIENTIAL
LEARNING
 Dunn
and
Dunn
Learning
Styles
 Field-independent individuals have internalized
frames of reference such that they experience
themselves as separate or differentiated from
Witkin, others and the environment. They are less sensitive
Oltman, to social cues, are not affected by criticism, favor
an active participant role, and are eager to test
Raskin, and their ideas or opinions in a group
Karp (1971b)
Field-dependent individuals, by comparison, are
more externally focused and as such are socially
oriented, more aware of social cues, able to reveal
their feelings, and are more dependent on others
for reinforcement. They have a need for extrinsic
motivation and externally defined objectives and
learn better if the material has a social context.
They are more easily affected by criticism; take a
passive, spectator role; and change their opinions in
the face of peer pressure
 FIELD INDEPENDENCE/DEPENDENCE MODEL

FIELD INDEPENDENT FIELD DEPENDENT

Mathematical reasoning is strong Difficulty with mathematical reasoning

Analyzes the elements of a situation Analyzes the whole picture, than

elements
Recognizes and recalls details Does not perceive details

Task oriented People oriented

Forms attitudes independently Attitudes guided by authority or peer

group
More pronounced self-identity See themselves as others see them
CHAPTER 2 Developing a health education plan
ELEMENTS OF A HEALTH
EDUCATION PLAN
Objectives of the plan
Strategies and Methodologies
Resources
Evaluation
Determining the most appropriate teaching methods depends on
a variety of differences:

Age and developmental levels of the learner

What the learners already know and what they need to know to
succeed.
Instructional Strategy
Is the overall plan that for teaching and learning experiences
that involves used of one or several method of instructions
to achieve the desired learning outcomes

(Rothwell and Kazan's 2024)

Teaching Method

Is the way information is taught that brings the

learner into contact with what is to be learned
Example

Lecture, group discussion, one- to-one instructions,

demonstration and return demonstrations, gaming,
simulation, role play, role model and self- instructions
modules.
Development of Teaching Plans

A teaching plan is a blueprint to achieve the

goal and the objectives that have been
developed. Along with listing the goal and
objectives, this plan should indicate the
purpose, content, methods, tools, timing,
and evaluation of instruction.
 Teaching plans are created for three
major reasons:

1. To direct the teacher to look at the relationship between each of the steps of the teaching
process to make sure that there is a logical approach to teaching.

2. To communicate in writing exactly what is being taught, how it is being taught and evaluated,
and the time allotted to meet each of the behavioral objectives. This is essential for the
involvement of the patient and each member of the healthcare team.

3. To legally document that an individual plan for each learner is in place and is being properly
implemented.
A teaching plan should incorporate the following eight
basic elements (Ryan & Marinelli, 1990):

1. Purpose (the why of the educational session)

2. Statement of the overall goal
3. List of objectives
4. An outline of the content to be covered in the teaching session
5. Instructional method(s) used for teaching the related content
6. Time allotted for the teaching of each objective
7. Instructional resources (materials/ tools and equipment) needed
8. Method(s) used to evaluate learning
Sample of Teaching Plan

Purpose

Goal

Objective and Time Allotted Content Method Resources

Subobjective (in Min) Outline instruction Method of
Evaluation
Strategies and methodologies
Instructional Material or Tools

are the objects or vehicles used to transmit

information that supplements the act of
teaching
On deciding which methods to
select based on the following
Audience characteristics
Educator’s expertise as a teacher
Objectives of learning
Potential for achieving learning outcomes
Cost-effectiveness
Setting for teaching
Evolving technology
Teaching Method

A teaching method is the way

information is taught that brings the
learner into contact with what is to be
learned.
METHODS OF INSTRUCTIONS/ TEACHING STRATEGIES

Lecture

 Lecture can be defined as a highly structured method

by which the educator verbally transmits information
directly to a group of learners for the purpose of
instruction. It is one of the oldest and most often used
approaches to teaching. The word lecture comes from
the medieval Latin term legere, which means “to
read.”
 ▪Allows uniformity of
ADVANTAGES knowledge to be
: learned for all student in a
class
▪Economical and cost
effective
▪Helps develop students’
listening
abilities
 ▪Few teachers are good lecturers
DISADVANTA ▪The lecture method lends itself to
the
GES:
teaching of facts with little emphasis
placed on problem-solving, and
transfer
of learning
▪Not conducive to meeting students’
individual learning needs
▪Allows limited attention span
 TYPES
PREPARATIO 1.Oral essay
N: 2.Participatory Lecture
(Brainstorming)
 needs clear
introduction and 3.Uncompleted handouts
summary
 needs time and 4.Feedback lectures
content limit to be
5.Mediated lecture – use of
effective
 should include media such as films,
examples,
slides, web images
anecdotes
  gives opportunities to share the
student’s insight of understanding of
the topic
DISCUSSION:  It allows teacher-student or student-
student interaction
 Its purpose is to give students an
Group- opportunity to apply principles,
discussion, concepts and theories as well as
Lecture- clarify information and concepts.
discussion  A topic is announced in advance and
the class is asked to take part in the
discussion by reading a certain
material
or watching a videotape among
other activities.
 ▪Helps students learn the process of
ADVANTAGES group problem-solving
: ▪Supports student’s ways to develop
and
evaluate their beliefs and positions
▪Can foster attitudes through
understanding and allow student
freedom to assert their opinions hence,
application of new knowledge takes
place.
▪Many students prefer and like this
 ▪Students use more time to think
and
DISADVANTAG
ES: interact
▪Effectively only in small groups
▪May not be an efficient way of
communicating information
▪Useful only if the participants
come
prepared with the needed
background
information
PREPARATIO
N:
 requires careful
planning by
facilitator to
guide discussion
 requires
question outline

 Good discussion
should happen
spontaneously so a
suitable topic should
be used.
DISCUSSION 1. Make your expectations clear.
TECHNIQUES 2. Set the ground rules
: 3. Plan a discussion starter
4. Facilitate don’t discuss
5. Encourage quiet group members
6. Don’t allow monopolies
7. Direct discussion among group members.
8. Keep the discussion on track
9. Clarify when confusion reigns
10. Summarize when appropriate
REPORT BACK
SESSIONS
STRENGTHS:
 Allows for large group discussion - role
plays, case studies, and small group
exercise
LIMITATIONS:
 Gives people a chance to reflect on
 can be
experience
repetitive if
 Each group takes responsibility for its
each small
operation.
group says the
same thing
 QUESTION Types of Questions:
& ANSWER 1. Factual Questions - simple recall
TECHNIQUE 2. Problem Solving - explanation needed
S 3. Multiple Choice Questions - test of recall and
can be used to begin discussion
Questioning is an
integral part to 4. Open-Ended Questions - require learners to
teaching that is often construct answers.
taken for granted. It is 5. Discussion Stimulating Questions - help the
used to assess discussion to move along for clearer and better
student’s view of the topic.
competencies and 6. QUESTIONS that guide problem-solving
baseline knowledge questions are phrased and sequenced carefully to
to find out what the guide the learners in problem-solving thinking
group already know process
about the subject in 7. Rhetorical Questions – questions which do not
order to review its expect answers at the time; stimulates thinking
content. and asking their own question while studying the
  It supplements lecture as a prelude to discussion.
USE OF
 It enhances teaching and student’s interest and
VISUAL facilitate understanding of the topic.
AIDS  Examples:

Handouts, chalkboards or white boards, overhead

transparency, power point slides and film showing.
ACTIVITY-BASED STRATEGIES
  an interactive teaching strategy that
stimulates critical thinking, fosters a
COOPERATIV
feeling of community within the group
E LEARNING and promotes individual responsibility
for learning through group process
techniques.
 students learn not only how to think &
analyze but also how to work
effectively in teams so that students
work …
 against each other, individually,
 alone or cooperatively,

Four Principles in
Cooperative BENEFITS OF COOPERATIVE LEARNING
Learning Classroom
 Improved Attendance: Because of their commitment to
1. positive others in their group, students in cooperative classrooms
interdependence tend to have better attendance.
 Higher Grades: Because of their active participation in
2. individual class, students' self-esteem and understanding of the
accountability, material are increased. They earn higher grades.
3. equal  Increased Participation: Because they are contributing to
participation of all the group and participating in class, students become more
group members active learners.

4. simultaneous
interaction of
group members
Cooperative-Learning
Strategies
  another activity-based teaching strategy wherein it
influences student’s dispositions toward thinking and
take active participation in learning.
 Development of papers requires the application of
WRITING various tools of critical thinking, such as blending of
concepts, determining priorities, and formulating
conclusions.
 -requires students to develop word pictures for a
CONCEPT specific patient problem.

(MIND)  defined as a graphic pictorial tool to arrange key

MAPPING concepts in which a map is develop as students

diagram schematically the relationships among
various clinical data.
 DEBATE Conditions for Debate as effective
strategy
 Also called 1. Students need to be introduced to key
Academic issues in the course and have been able
Controversy to identify controversial points suitable
for debate.
 Similar to traditional
debate, except that
2. Students need to be familiar with one
another in order to form working groups.
students are forced
to look at both sides 3. Students need knowledge of existing
of an issue, not just resources to use in formulating debate.
one side. This includes increased familiarity with
the faculty members as a source of
 Promotes higher
support and information.
achievement, higher
academic self-
esteem, and higher
quality problem-
SIMULATION
S Purposes and Uses of Simulations

Exercises that  help learners practice decision

learners engage making & problem solving
into learning about  develop human interaction
the real world abilities
without the risks of
the real world.  learn psychomotor skills in a safe
and controlled settings
 evaluate learning competence
Roles of the Teacher 1. Moderator – rules of the activities and
implications of each move
2. Referee – control student participation to
be sure the benefits of the strategy are
ensured
3. Coach - advice the players to enable
them to play better
4. Facilitator – insights, difficulties they
learned during the experience
relationship of the activity with the topic.
 Simulation exercises
TYPES OF primary focus is on the learning-process; controlled
SIMULATIONS: representations of a piece of reality that learners can
manipulate to better understand the corresponding
real situation. Situations in the Emergency Room,
complications and scenarios that students had to
assess and to which they have to respond.
Simulation Games
-games that represents real-life situations in which
learners compete according to a set of rules in order
to win or achieve an objective.
It increases interaction among learners and allows
even quiet and reserved class members to
participate in a relative situation and can serve as an
evaluation of learning.
Examples: crossword puzzles, bingo, stone in a box,
stream chart
Role Playing
a dramatic technique that encourages participants to
improvise behaviors that illustrate expected actions of
persons involved in defined situations. Focus is on the
actions of the characters and not on acting ability.
It can deal with the practice of skills and techniques, or it
can deal with changes in understanding, feelings, and
attitudes.

Case study
a written description of a problem or situation. Unlike
other forms of stories and narrations, a case study does
not include analysis or conclusions but only the facts of a
story arranged in a chronological sequence.

Used to develop critical thinking skills by exploring

beliefs, values and attitudes of the participants who are
actively participating rather than being neutral observers.
PROBLEM-BASED LEARNING
(PBL)

Learning is centered around

problems. Teacher acts as Essential elements:
facilitator and mentor, rather
than a source of "solutions.
1. students are presented with a written
problem or patient scenario in small groups.
2. a change in faculty role from imparter of
information to facilitator of learning
3. an emphasis on student responsibility and
self-directed learning.
4. a written problem is the stimulus for learning
with students engaging in a problem-solving
process as they learn and discuss content
related to the problem
 1. stimulate dialogue among learners rather than lecture;

Successful 2. permit self-discovery by learners rather than impose their

expertise;
Problem- 3. intervene only when the discussion lags or drifts from the topic;
Based 4. serve as resources to learners rather than final authorities;

Learning 5. encourage acceptance of uncertainty and reflection; and,

6. refer students to additional reading material and learning
opportunities.
COMPUTER COMPUTER ASSISTED INSTRUCTIONS
TEACHING refer either to stand alone computer learning activities or
STRATEGIE computer activities which reinforce materials introduced

S and taught by the teacher.

Use of linear format, taking students through a series of
screens with little to no variation; creative software
programs use to allow more student control
VIRTUAL High-fidelity simulators, are life-
REALITY sized mannequins with complex
interrelated multisystem
physiological and pharmacological
Virtual reality models that generate valid
devices combine observable responses from the
computer- mannequin and allow students to
generated images interact with the stimulator as they
and haptic
(tactile) feedback would with an actual patient in the
enabling the clinical environment
learner to refine
technical skills.
 - Distance learning as any method used to connect
DISTANCE teachers and learners who are geographically
LEARNING separated.

- It is delivered by satellite, television broadcasting, or

telephone lines. The technology involves two-way
audio and video technologies.
 − People from the rural areas or those
who are homebound can greater access

Advantages: to information and even educational

degrees
− A larger variety of courses are
accessible
− Ability to learn on one’s own time frame,
the self-directed nature of the learning
experience and the opportunity to learn
more about technology.
 − There is a lack of face-to-face
contact or
Disadvantag
es: non-interactive process with the
teacher
− Technology problems which may
be
similar to systems shutting down
and
being inaccessible.
− Some may not learn well with
less
structured educational experience.
 In planning for clinical teaching, the teacher
should take the following steps into consideration:

1. Diagnose student’s needs, internets and abilities.

CLINICAL EDUCATION IN
2. Set objectives and select content.
DISTANCE LEARNING 3. Prepare areas for learning and select appropriate
teaching strategies.
4. Plan instructional units and make lesson plans.
5. Motivate students in guided learning activities.
6. Tasks that relate to plans focus on measuring,
evaluating, grading, and reporting student’s performance
and progress.
7. Put up plans for follow-up.
DISTANCE Synchronous versus Asynchronous Class
LEARNING Synchronous when people interact at real time
electronically via internet. Asynchronous applications
VIA in with materials and prescribed activities are located
INTERNET on a Web page or podcast that can be accessed at any
time at the internet.

Classes can be
Webcasting
delivered via
internet and Newer and less expensive alternative eto ITV
technology. Webcasting is a synchronous Web-based,
Web and one-way audio, streaming video and multimedia
technology. Instructor can show documents slides or
believed that links. Students can see and hear the instructor and can
online courses ask questions

can be learning
and cost –
effective.
Podcasting
Asynchronous web based broadcast capable of
conveying audio, picture and video files. Pod derives
from iPod product that can support this technology ,
can be in MP3 player or laptop and desktop computer.
Advantage of podcast is that it is a one way
communication. Healthcare facility uses it to show MRI
Scan and other anatomical images to students.

Online Courses
Theoretical framework to guide the development and
implementation of online courses is Constructivism.
Learners build their own knowledge from the
information and situations the encounter. The teachers
serves as facilitators by providing information relates
to what students already know (existing schemata) and
expand their knowledge through questioning.
 ADVANTAGE DISADVANTAGE

Mimics normal All learners must be

conversation available at the same
Advantage and time
Disadvantage
of Synchronous
Discussion Discussion takes place Discussion progress
efficiently in “real time” quickly, and depth of
ideas may suffer

Can involve professional Slow typist may not

guest participate much
Advantage ADVANTAGE DISADVANTAGE
and
Learners and teachers Posting may become
Disadvantage may log on at any time very lengthy and time
of consuming to read
Asynchronous
Discussion There is adequate time Procrastinators may not
to think through get involved in some of
responses the discussion

Students may respond

early in the time period
and not return to read
later postings
USES OF ONLINE EDUCATION
Online education is taking place in colleges and universities,
providing courses undergraduate and graduate with special
emphasis in RN and BSN programs.

Internet real myriad courses for professionals develop in many

specialties. There are blended or hybrid courses in which some
of the course is taught online and some in clinical setting or
classroom. Hybrid courses may involve students’ assignment
related to Web site, discussion group online or giving some
course material at home page.

RESEARCH ONLINE COURSES

Research design to test differences in level of learning between
traditional and online learning. Online improves computer
competency skills. Socialization in distance are at least
equivalent to the scores of learners in traditional programs.
Learner’s satisfactions are conflicting. Some are satisfied but
some are not.
 ATTENTION
FEEDBACK
PRACTICE
TEACHING
PSYCHOMOTOR SKILLS
MENTAL PRACTICE
WHOLE VERSUS PART LEARNING
APPROACHES TO TEACHING
SKILLS
DEMONSTRATION
SIMULATIONS
CLINICAL TEACHING
Self-Instruction
Resources
Selection of Teaching Methods
and
Evaluation
The process of selecting a teaching
method requires a prior determination of
the behavioral objectives to be
accomplished and an assessment of the
learners who will be involved in achieving
the objectives. Also, consideration must
be given to available resources such as
time, money, space, and materials to
support learning activities as well as the
comfort level of the educator using
certain teaching methods.
An important aspect
of evaluating any
instructional 1. Does the teaching method help
program is to assess the learners to achieve the stated
the effectiveness of objectives?
the teaching
method (Friedman This question is the most important
et al., 2011) criterion for evaluation—if the
method does not help to
accomplish the objectives, then all
the other criteria are unimportant.
Examine how well the method
Educators should ask five matches the learning domain of the
major questions to help predetermined objectives.
decide which teaching
method to choose or
whether the method of
Will the method expose learners to
instruction selected the necessary information and
should be revised or
rejected:
training so that they can learn the
desired behaviors?
2. Is the learning activity accessible and
acceptable to the learners who have been
targeted?
Accessibility includes such issues as the timing of
information presentation, the location and setting
in which teaching takes place, and the availability
of resources and equipment to deliver the
message. Clients and their family members need
programs to be offered at suitable times and
accessible locations
For example, childbirth preparation classes
scheduled during the daytime hours likely would
not be convenient for expectant couples who are
working. Also, does the teaching method appeal to
the learner(s) in terms of their learning needs,
learning style(s), and readiness to learn
characteristics?
3. Is the teaching method efficient
given the time, energy, and
resources available in relation to
the number of learners the
educator is trying to reach?
To teach large numbers of learners,
educators must choose a method
that can accommodate groups,
such as lecture, discussion
sessions, or role play, or a method
that can reach many individuals at
one time, such as the use of
various self-instructional formats.
Sufficient resources and equipment
are needed to adequately deliver
4. To what extent does the teaching
method allow for active participation
to accommodate the needs, abilities,
and style of the learner?
Active participation has been well
documented as an approach to
increase interest in learning and the
retention of information. Evaluate
how active learners want to be or can
be in the process of gaining
knowledge and skills. No one method
can satisfy all learners, but adhering
to one method exclusively addresses
the preferred style of only a segment
of the audience.
5. Is the teaching method cost effective?
It is vital to examine the cost of educational
programs to determine whether similar
outcomes might be achieved by using less costly
methodologies. In this era of cost containment,
employers and insurers want their money
invested in patient programs that will yield the
best possible outcomes at the lowest price as
measured in terms of preventing illness and
injury, minimizing the severity and extent of
illness, and reducing the length of hospital stays
and readmissions. Healthcare agencies want the
best staff performance with the most reasonable
use of resources and the least amount of time
taken away from actual practice.
Techniques to
Enhance the  Present Information
Effectiveness Enthusiastically
of Verbal
Presentations  Include Humor
 Deliver Material Dramatically
 Exhibit Risk-Taking Behavior
 Choose Problem-Solving
Activities
 Serve as a Role Model
 Use Technology
 Use Anecdotes and Examples
General
Principles for  Give Positive Reinforcement
Teaching  Project an Attitude of Acceptance and Sensitivity
Across

Methodologies Be Organized and Give Direction
 Elicit and Give Feedback
 Use Questions
 Use the Teach-Back or Tell-Back Strategy
 Know the Audience
 Use Repetition and Pacing
 Summarize Important Points
Designing a health education plan for specific age group (ALREADY DISCUSS
PRELIMS)
THANK YOU AND GODBLESS
Click icon to add picture

SEMI-FINALS
 OBJECTIVES
Implementin After completing this chapter, the learners will be able to
g a health 1. Define the term evaluation.
education 2. Discuss the relationships among evaluation, evidence-based practice,
plan and practice-based evidence.
3. Describe the differences between the terms evaluation and
assessment.
4. Identify the purposes of evaluation.

LESSON 5: 5. Distinguish between five basic types of evaluation: process, content,

outcome, impact, and program.

Evaluating 6. Discuss characteristics of various models of evaluation.

a health 7. Explain the similarities and differences between evaluation and

research.

education 8. List the major barriers to evaluation.

plan 9. Examine methods for conducting an evaluation.

10. Explain the variables that must be considered in selecting
appropriate evaluation instruments for the collection of different types of
data.
11. Identify guidelines for reporting the results of evaluation.
12. Describe the strength of the current evidence base for evaluation of
 Implementation

In usual practice of health education, analysis of program implementati

on consists of
measuring the attainment process, objectives, or determining the achie
vement the achievement of means designed to accomplish program
goals.

Implementation of the teaching plan may not go as envisioned. The

nurse must constantly assess the patient’s response during this phase.
The nurse needs to speak in terms the patient understands, be specific
on what is to be covered and keep the message short and concise.
 Interpersonal Skills

Effective teaching is based on the nurse’s ability to establish rapport with the patient. The
nurse who is empathic to the patient shows sensitivity to the patient’s needs and
preferences. An atmosphere in which the patient feels free to ask questions promotes
learning.

Activities that help establish an environment conducive to learning include:

• Showing genuine interest in the patient Including the patient in every step of
the teaching-learning process

• Using a nonjudgmental approach

• Communicating at the patient’s level of understanding

Steps in
Implementa
tion  Deciding what will be taught is a decision that
Educator and the patient need to make it together
 The goal is to make patient as competent as
 what will be taught
he needs to manage his or her healthcare needs
 when teaching will
occur  Look at the information that the patient “needs to
know”, and “what is nice to know”
 where teaching
takes place  Start with the information that the patient needs
 who will teach and to know and select where the patient wants to
learn? start3.
 how teaching will
occur.
Plan when you will teach, taking the
length of hospital stay.

 Determine what works with patients and offer options that are realistic
 Does the patient prefer to have education done in the morning or evening?
 Does the patient prefer short or longer, or in-depth session?
 As you implement the plan, assess how quick the patient can learn information
 During the teaching session observe for signs of fatigue, yawning, inability to
concentrate
 Keep teaching session short no more than 30 minutes and shorter than 5 minutes
Plan where you will teach, and include
comfort and privacy.

 If patient may ask intimate question, look for an empty room

 Whatever setting you use, try to limit distractions and interruption
 Plan who will teach to and who will learn- Patients who had similar experience can
be helpful
 Include teaching people other than the patient such as spouse, children or caregiver
Plan how you will teach, use data from the assessment about patient
preferred learning style to select the method.

 Global learners like to understand big picture first and work down to details.
 Linear learners want details first and expect a bigger picture to emerge
 If the client is a visual learner, select teaching material that involve reading, writing,
and watching visual media
 Auditory learners need to hear information through spoken explanations and may
remember information’s better than pamphlets
 Tactile learners must touch, manipulate and perform task to learn Teaching methods
and materials may be use depending on the patients preferred learning style and
which methods and materials are most appropriate for specific situations
 Systematic process that judges
the worth or value of something-
teaching and learning
EVALUATION A process of ascertaining or
judging the value of something
through careful appraisal
Involves measurement or
appraisal of an activity in terms of
a particular standard
Process of measuring the extent
of learning and assigning grade
Steps in conducting 1. Determine the focus of the
an evaluation evaluation, including use of
evaluation models
2. Designing the evaluation
3. Conducting the evaluation
4. Determining methods to analyze
and interpret the data collected
5. Reporting results and a
summary of the findings from the
data collected
6. Using evaluation results
EVALUATION VERSUS
ASSESSMENT

Assessment: focuses Evaluation: identifies

on initially gathering, whether and to what
summarizing, extent identified needs
interpreting and using were met
data to decide a
direction for action was
successful
Difference: TIMING and PURPOSE of each
process
 1. Audience (persons or groups for
Five Basic whom the evaluation is being
Components conducted)
of 2. Purpose (involves the learner, the
Evaluation: teacher, and educational activity)
3. Questions To be asked must be
directly related to the purpose for
conducting the evaluation
4. Scope (extent of what is being
examined)
5. Resources (includes time, expertise,
personnel, material, equipment and
facilities)
FUNCTIONS OF EDUCATIONAL
EVALUATION

Assessing learning is formative feedback

that is done to find out what and how well
patients are learning, what a nurse is
teaching without giving a grade.
 Aims of Evaluation:

1. Improve educational program 2. Achieve educational goals

2. Motivate and guide the learning activities of the individual
learners
3. Motivate the teacher to evaluate critically her teaching
4. practices, the student's learning effectiveness and her own
personal goals
5. Motivate the teacher to work together for the improvement
of the curriculum and the educational program
Types of Evaluation:

1. Formative (some combination process)

2. Summative (outcome)
3. Context evaluation
4. Content evaluation
5. Outcome evaluation
6. Impact evaluation
7. Total program evaluation
TOTAL PROGRAM EVALUATION

To determine the extent to which all

activities for an entire department or
program over a specified time meet or
exceed the goals originally established
 PROCESS (FORMATIVE) EVALUATION

Make necessary adjustments to an educational

activity as soon as they are identified, such as
changes in personnel, materials, facilities, teaching
methods, leaning objectives, or even the educator's
own attitude
Measures or evaluates the processes and progress,
along with the goal and objective, the level of
students' learning and progress of educational
program example: course evaluation, student
achievement, satisfaction index
CONTENT EVALUATION

• Determine whether learners have

acquired the knowledge or skills taught
during the learning experience
• Focus on how the teaching-learning
process affected immediate, short-term
outcomes
 OUTCOME (SUMMATIVE) EVALUATION

• To determine the effects of teaching efforts. It measures the

changes that result from teaching and learning. Summarizes
what happened based on education intervention
Example:
• Was teaching appropriate?
• Did the individual(s) learn?
• Were behavioral objectives met
• Does the patient who learned a skill before discharge use
the skill correctly once home.
IMPACT EVALUATION

Determine the relative effects of education

on the institution or community. It obtains
information that will help decide whether
continuing an educational activity is worth
its costs.
 EVALUATIVE DEVICES

1. Essay examination: refers to the subjective type of evaluation in

which the students are given questions requiring critical analysis of
situations based on concepts or principles learned. Highest level of
thinking: analysis, synthesizing and evaluation
2. Objective examinations: consist of large number of questions and
statements. Students' answers are indicated by marking the correct
response to a particular question in a prescribed manner. Usually
printed, photocopied or mimeographed Objective tests are more reliable
than the essay or other types because they are free from personal
opinion in scoring
2. Objective examinations: consist of large
number of questions and statements. Students'
answers are indicated by marking the correct
response to a particular question in a prescribed
manner. Usually printed, photocopied or
mimeographed Objective tests are more reliable
than the essay or other types because they are
free from personal opinion in scoring
Multiple choice question: determine the level of
knowing, recall and beyond recall
• It has two parts:
Stem: the question itself
Options: possible answers
• The correct option is called ANSWER
• The incorrect options are called
DISTRACTERS

b. True or False questions: designed to test the learner's ability to identify the
correctness of the statement of facts or principles but limited to test of the lowest
level of knowing, knowledge and comprehension.
• 50/50 chance of guessing the right answer
• It is much better to give the rational or rewrite the statement to become true
c. Matching questions: used to test lowest level of knowing, useful in determining the
learner recall of the memorized, relationship between two things like definitions, dates
or event. All items in the list should be
homogenous (related to one topic or concept)
 3. Objective Problem-Situation
Test:

describes a situation, into previously

presented to the student with sufficient
detail to point out the problem involved
4. Rating scales:

is a standardized method of recording

interpretations of behavior (low to high)
5. Standardized tests:
tests and scales that have met the criteria of testing
a. Intelligence test: attempts to indicate, the brightness
or native intelligence of students to as compared to
normal age
b. Prognostic tests: intended to discover the possibilities
of students' success in particular area
c. Achievement tests: indicate the accomplishment of
the student in a particular subject areas of curriculum
TECHNIQUES USED IN CLASSROOM ASSESSMENT

One-minute paper
Muddiest point
Directed Paraphrasing
Application cards:
LESSON 6 DOCUMENTATION
Documentation is a clear, accurate, and accessible
documentation is an essential element of safe, quality,
evidence-based nursing practice. Nurses practice
across settings at position levels from the bedside to
the administrative office. This may include either
documentation on nursing care that is provided by
nurses that can be used by other non-nurse members
of the health care team or the administrative records
that are created by the nurse and used across
organization settings.
Documentation of nurses’ work is critical as well for
effective communication with each other and with other
disciplines. It is how nurses create a record of their services
for use by payors, the legal system, government agencies,
accrediting bodies, researchers, and other groups and
individuals directly or indirectly involved with health
care. It also provides a basis for demonstrating and
understanding nursing’s contributions both to patient
care outcomes and to the viability and
effectiveness of the organizations that provide and support
quality patient care.
 The provision of patient education at the point of care
Documentati improves patient satisfaction
on of Patient and outcomes, improves quality of care, and lowers health
Education care costs
Meaningful Use reimbursement, as health care providers
are required to fulfill patient and family engagement
standards. Ensuring that providers can access current
patient-specific education material quickly and easily
within the electronic health record (EHR) is increasingly
important.

Nurses provide consumer health information and patient

education, both of which contribute to improved health
care quality, improved patient outcomes, and lowered
health care costs.
Essential Characteristics of Nursing Documentation Nursing Documentation Should Contain:

Factual, objective and client centered Descriptive and objective information based on first-hand knowledge,
the nurse’s assessment and the client’s needs.

Accurate and relevant Clear and easy to understand information

containing sufficient details

Complete All the components of the nursing process

Current
Information that is up-to-date and is recorded during or as soon
as possible
after the intervention or interaction
occurred

Organized, logical and sequential Information is in a chronological manner so

that nursing decisions,

Compliant with standards of practice and Information reflects the delivery of safe,
other legal requirements competent, ethical, and compassionate
nursing care and is consistent with
standards of practice

PROFESSIONAL PRINCIPLES FOR DOCUMENTATION

Confidentiality

Health care professionals should view the security of client documentation as serious issue.

Failure to comply with legislation, falsifying information or providing information without the

client or agency’s consent may constitute professional misconduct.

Sharing confidential information is only acceptable in an effort to support the provision of

quality care with health care team members who are a part of the client’s circle of care

Documentation, in any format, should be maintained in areas where the information cannot be

easily accessed by casual observers or those not directly involved in the care of the client.
Purpose of Documentation Rationale

Communication among the health care Quality documentation supports the

team exchange of pertinent client information
among the interprofessional care team
Continuity of Care All members of the health care team
require accurate information about clients
to ensure the development of organized
comprehensive care plans.

Professional Accountability Documentation is one-way nursing

knowledge, judgement, and skills are
demonstrated. Nurses are expected to
follow their professional standards and
Code of Ethics

Legal The client’s record is a legal document

and can be used as evidence in a court
of law or professional conduct
proceedings

THE PURPOSE OF NURSING DOCUMENTATION

LESSON 7 EVIDENCE –
BASED PRACTICES Evidence-based practice - It is
RELATED TO HEALTH systematic interconnecting of
EDUCATION
scientifically generated evidence
Evidence - It is with the tacit knowledge of the
something that expert practitioner to achieve a
furnishes proof change in a particular practice for
or testimony or the benefit of a well-defined client/
patient group. (French 1999
something
legally - It is process by which nurses
submitted to make clinical decisions using the
ascertain in the best available research evidence,
truth of matter their clinical expertise and patient
preferences. (Mulhall, 1998)
Evidence-based medicine or practice -
The conscientious, explicit and
judicious use of current best evidence
in making decision about the care of
individual patient. (Dr. David Sackett,
Rosenberg, 1996)
Evidence-based practice in nursing - It is a good
way of providing nursing care that is guided by
the integration of the best available scientific
knowledge with nursing expertise. This
approach requires nurses to critically assess
relevant scientific data or research evidence
and to implement high quality interventions for
their nursing practice. (NLM PubMed)
Need for Evidence-Based
Practice

• For making sure that each client gets the best possible services.
• Update knowledge and is essential for lifelong learning.
• Provide clinical judgement
• Improvement care provided and save lives
Goal of Evidence-Based Practice

• Provide practicing nurse the evidence-based data to deliver effective care.

• Resolve problem in clinical setting.
• Achieve excellence in care delivery.
• Reduces the variations in nursing care and assist with efficient and effective
decision making
 Model -Used as a framework to guide the
Evidence-Based synthesis and translation of evidence into
Practice Model practice.
Three phases:
1. The identification of an answerable
question.
John Hopkins
2. A systematic review and synthesis of
nursing both research and non-research
Evidence evidence.
Based 3. Translation includes implementation
Practice of the practice change as a pilot study,
measurement of outcomes, and
dissemination of findings
Barriers in Evidence-Based Practice

Lack of value for research in practice

Difficulty in bringing change
Lack of administrative support
Lack of knowledge mentors
Lack of time for research
Lack of knowledge about research
Research reports not easily available
Complexity of research reports
Lack of knowledge about evidence-based practice
 Advantages of Evidence-Based Practice
Provide better information to practitioner
Enable consistency of care
Better patient outcome
Provide client focused care
Structured process
Increases confidence in decision-making
Generalize information
Contribute to science of nursing
Provide guidelines for further research
Helps nurses to provide high quality patient care
Disadvantages of Evidence-Based
Practice
Not enough evidence for evidence-based practice
Time consuming
Reduced client choice
Reduced professional judgment or autonomy
Suppress creativity
Influence legal proceedings
Publication bias
 LESSON 8 ETHICO-MORAL AND LEGAL FOUNDATIONS OF CLIENT EDUCATION

It is a concept that is legalized through adherence to critical

tasks and duties contained in job descriptions; in policies,
procedures, and protocols set forth by the healthcare facility;
and in standards and codes of ethical behaviors established by
professional nursing organizations.

Four common ethical principles are beneficence (do good),

non-maleficence (do no harm),
autonomy (control by the individual), and justice (fairness).
 One of the more important functions of the nurse is as a
health educator and this is explicitly stated

The Duties of a Nurse in Rule IN, Art. VI, Sec. 28 of the

Philippine Nursing Act of 2002 also known as RA9173,
among which are to:
a. Provide health education to individuals, families and
communities
b. Teach, guide education; and supervise students in
nursing education
c. Implement programs including the administration of
nursing services in varied settings like hospitals and clinics
Application of Ethical Principles (Universal
Principles of Biomedical Ethics)

Respect for Person – is the recognition of the equality

possessed by every human being as a unique, worthy,
rational, self-determining creature, having the capacity
and right to decide what is best for himself.
Autonomy – The moral right to choose and follow one's
own plan of life.
Etiology: Autos (Greek) meaning self and Nomos
meaning governance. It is manifest in AUTONOMY OR
THE RIGHT OF NONINTERFERENCE
3 Basic Elements of
Autonomy

1. Ability to decide – here should be adequate

information and intellectual competence to decide;
2. The power to act upon one's decision – an example
is a person who is in prison might have made a lot of
decisions pertaining to his personal advancement but
lacks the power to implement them.
3. Respect for the individual autonomy of others – this
involves both the practitioner and the client.
INFORMED
CONSENT – this is
manifested in the
principle of VERACITY – means truthfulness,
autonomy and neither lying nor deceiving others.
noninterference. Literally means "to refuse evil." TO
DO NO HARM, TO PREVENT HARM,
TO REMOVE OR NOT TO RISK
HARM. It is related to the following
human rights:
• Right not to be killed
• Right not to have bodily injury or
pain inflicted to oneself
• Right not to have one's
confidence revealed to others
 PROFESSIONAL
NEGLIGENCE NEGLIGENCE
a conduct or action involves the conduct of
which falls below the professionals (e.g.
standard established doctors, nurses,
lawyers, dentists) that
by law for the
fall below a
protection of others professional standard
against of due care.
unreasonable risk or
harm.
 Elements of Negligence

1. Existence of duty – thereof must be a moral obligation incumbent upon the person
of doing or omitting as mandated by her/his profession. The nurse establishes patient
or client a special duty of care based on the establishment of a nurse patient
relationship.
2. Failure to perform the duty - one fails to respond to the call his/her profession.
3. Injury resulting from failure to perform the duty – there was a grave harm that
results from not doing his/her duty or from doing the wrong thing due to lack of
knowledge.
4. Proximate cause – there is a causal connection between the breach in the standard
of care by the nurse and the patient's injury. No intervening event is responsible for
the injury
Most Frequent Allegations of
Nursing

Negligence
1. Failure to ensure patient safety
2. Improper treatment or negligent performance of treatment
3. Failure to monitor the patient and report significant findings
4. Medication errors
5. Failure to follow agency's policies and procedures
MALPRACTICE – Any CONFIDENTIALITY – is
professional communication of
misconduct or any information given from
unreasonable lack of one person to another
skill in the performance under circumstances of
of professional duties. trust.
JUSTICE – means to treat equals equally. Justice as fairness finds interpretation in
terms of "what is owed or due."

IMPLICATIONS OF JUSTICE
a. life
b. information needed for decision making
c. confidentiality of private information
 As a health educator, the
CHAPTER 5 HEALTH following are the nurse's roles:
EDUCATION TEAM
•Giver of information
LESSON 1 Role of the
nurse as a health
educator
•Facilitator of Learning
•Coordinator of teaching
•Advocate for the Client
LESSON 2: Role of the other members of the health team

Roles and Functions of the Teacher or Nurse Educator

•Besides the usual roles of a teacher, a nurse educator assumes
further responsibilities, which includes three basic roles
(Heidgerken, 1971, De Young, 2004):
Three Basic Roles of the Teacher or Nurse Educator
•Instructional Roles
•Faculty Roles
•Individual
•Roles
Instructional Role

The instructional role of the teacher consists of the following tasks:

Planning and organizing courses. This is done through the following:
•Choice of learning outcomes
•Substantive content
•Teaching and learning activities for all types of educational setting
•Correlating these with other courses in the curriculum,
•Creating and maintaining desirable group climate.
•Adapting teaching and preparation of instructional materials to varying interests, needs and
abilities of students.
•Motivating and challenging students to pursue and to sustain learning activities.
•Teaching involves a series of complex activities: Supplying needed information or telling
students where this information may be obtained, Explaining, clarifying and interpreting, etc.
Faculty Roles

Besides classroom teaching, a nurse educator also assumes faculty roles such as the
following:
•Chairman, secretary, or member of one or more committees. Counselor of students
in academic or non-academic matters.
•Researcher, as a principal investigator or member of a research team.
•Resource person to groups inside or outside the institution, other schools and health
agencies.
•Representative to professional nursing organizations and other agencies.
•As public relations agent, she interprets the objectives and the policies of her
institution and helps in the recruitment, or support groups.
Individual Roles

A faculty member assumes personal roles such that he or she is a member of:
•Family
•Church
•Community
•Country as a citizen
The Clinical Care Teams usually include groups
of:

•Physicians
•Clinical pharmacists
•Social workers
•Physician assistants
•Nurses
Role of the members of the Health Care team
in Education, includes:

•Process access/entry point/referral guide

•Clinical leader/clinical decision maker
•Technical expert/consultant
•Support service/provider
•Process coordinator/Resource manager/ coordinator
•Information coordinator/communicator
LESSON 3: Role of the family in health
education

Role of the Family Members in Health Education

•Role of the family members in health education is one of the variables in providing
positive patient care. The role of the family caregiver is essential to provide a quality
care to patient. The family faced a challenge to develop confidence to do what is right
for the patient. Education is the most powerful tool for the Nurse Educator to ensure
the transfer of skills and knowledge to the family members.
The following are the advantages of an effective
health education program to the family
Decrease the stress of hospitalization
Reduce care of cost
Increase satisfaction with care
Reduce hospital readmission
Prepare patient for self-care management
FINALS

CHAPTER 6 Future Directions for Client Education

This course talks about the future directions

for client education with emphasis on
wellness and third-party reimbursement;
Filipino cultural characteristics and health
beliefs and practices in health education, and
lastly, it talks about the new technologies,
new settings, and environmental linkages
about health education.
FUTURE DIRECTIONS refer to the anticipated
paths or goals for advancing health education
initiatives. These could include strategies,
programs, or areas of focus that aim to improve
health outcomes, promote wellness, and
enhance public health knowledge.
Here are some potential future directions
specifically related to health education:

1. Expansion of Outreach Programs:

Developing and expanding outreach
programs to reach underserved
populations or communities with limited
access to healthcare resources. This may
involve mobile clinics, community health
fairs, or partnerships with local
organizations
2. Integration of Technology:
Leveraging technology to enhance
health education delivery, such as
developing online courses, mobile
applications, or virtual reality
simulations to engage learners and
provide accessible health
3.Interdisciplinary Collaboration:
Collaborating with other healthcare
professionals, community organizations, and
educational institutions to create
interdisciplinary health education initiatives that
address complex health issues from multiple
perspectives and promote holistic approaches to
health and wellness.
4.Health Literacy Promotion:
Developing and implementing initiatives to
improve health literacy skills among
individuals and communities, empowering
them to make informed decisions about
their health and effectively navigate the
healthcare system
5.Evidence-Based Practice and
Research:
Integrating evidence-based practices and
research findings into health education
programs to ensure that educational
interventions are based on the best
available evidence and are effective in
achieving desired health outcomes.
6.Lifelong Learning and
Professional Development
Providing opportunities for ongoing
education and professional development
for health care professionals involved in
health education, ensuring that they
remain up-to-date with the latest research,
trends, and best practices in health
promotion and education
LESSON 1 Greater Emphasis on Wellness Increased Third Party Reimbursement

1. Wellness-Centered Education Programs:

Develop and promote wellness-centered
education programs that focus on preventive
measures, healthy lifestyle choices, and holistic
well-being. These programs could cover
nutrition, physical activity, stress management,
mental health awareness, and preventive
screenings.
2. Evidence-Based Wellness Interventions:
Implement evidence-based wellness interventions that
have effectively improved health outcomes and
reduced healthcare costs. These interventions could
include chronic disease management programs,
smoking cessation initiatives, weight management
programs, and stress reduction techniques.