Roles and
Responsibilities of
Nurse as Health
Educator
CHRISTINE IVY J. SIBAL, RN
NOVEMBER 5, 2020
NCM102
ROLES OF A NURSE
EDUCATOR
❑ Primary
source of
knowledge
❑ The primary catalyst
for the learning
process
❑A role model
❑ An active facilitator
❑A source of health
care information and
care to clients
❑ diligent
FUNCTIONS
OF A HEALTH
EDUCATOR
Practitioner
professionally prepared
in the field of health
education
Demonstrates
competence in both
theory and practice
Accepts responsibility in
advancing the aims of
the health education
process
✓ Collaborates with health specialists and
civic groups
✓ Formulates operational plans and
policies
✓ Conducts and coordinates health needs
assessment and other public health
surveys
✓ Designs and conducts evaluation and
diagnostic studies
✓ Plans and implements health education
and promotion programs
✓ Prepares and distributes health
education materials
✓ Provides guidance to agencies and
organizations
✓ Promotes and maintain cooperative
working relationship
✓ Provides and maintain health education
libraries
✓ Formulates, prepares and coordinates
grant applications and grant-related
activities
✓ Documents activities and records
informations
✓ Maintains databases, mailing list and
telephone networks etc.
Process of influencing patient
behavior and producing changes
in K, S, A necessary in
maintaining/improving health.
Holistic process
Assisting the patient in interpreting,
integrating and applying the
information given.
Patient teaching ends with an
evaluation of patient learning
Purpose of client teaching
❑ Increase clients’ awareness and
knowledge
❑ Increase client satisfaction
❑ Improve quality of life
❑ Ensure continuity of care
❑ Decrease patient anxiety
❑ Increase self-reliant behavior
❑ Reduceeffectively the incidence of
complication of illness
❑ Promoteadherence to healthcare
treatment plans
❑ Maximize
independence in the
performance of ADL’s
❑ Energize and empower consumers
THE ROLE
OF THE NURSE IN CT
✓ Health teaching
✓ Caring- during diagnostic
procedures, surgery
✓ Health information to clients
and families
✓ Application of the principles
of teaching and learning
✓ Motivation of clients
❖ FACTORSTHAT
INFLUENCE
CLIENT
TEACHING
❑Stage of development
❑Cultural values
❑Language used
❑Physical environment
❑Previous experiences
❑Knowledge and skill of the
teacher
PRINCIPLES OF
CLIENTTEACHING
AND LEARNING
❖ Assess teaching needs of the client
❖ Assess readiness of the client to learn and relevance of the
content
❖ Assess what the client knows
❖ Consider language barriers, literacy, ethnic or cultural
background, age, emotional status
❖ Interactive discussions
❖ Demonstrate tasks
❖ Praises and positive feedback
❖ Role modeling
❖ Conflicts and frustrations impede learning
❖ Structured teaching and presentation
❖ Variety of teaching methods- Posters, videos, models and online
and printed materials
❖ Present information in small segments over a period of time
➢ Anything that conveys a message
➢ Interacting with one another
➢ Ability to understand and find
meaning into the message sent for
appropriate response
➢ Effective communication requires
knowledge of the subject matter,
theories and stimuli
Communication embodies the
instructional process
Instructional materials gives shape
and substance to the curriculum.
Through communication------
development and effective
instructional materials
MODES OF COMMUNICATION
TRADITIONAL
❑ Print supplemented by motion pictures
❑ Slides/ films
❑ Radio and disk recordings
MODERN
❑ Television, radio
❑ Programmed machine teaching
❑ Language laboratories
❑ Computers, internet, social media, powerpoint
presentations
❑ blackboard
ACTIVE COMUNICATION
- Enables the teacher to present facts,
design concepts and guide students
- Works with individual students and gain
attention
- Directs learning
- Uses machine
- Points out further references
- Asks critical questions
- Encourage students
ELEMENTS OF
COMMUNICATION
❑ SOURCE
- Teacher
- Originating or perceiving an idea or
purpose which she wants to
communicate in order to produce a
particular response in the learner
- Directly encode message through
perceiving, thinking, reasoning, judging,
speaking, writing, drawing, gesturing
and demonstrating
FACTORS INFLUENCING EFFECTIVE COMMUNICATION
✓ Communication skills
✓ Knowledge
✓ Attitudes
✓ Social status
❑ A teacher who lacks self-confidence, does not respect students or
is bored with the subject matter----- blocks the communication
process + negative impact
THE MESSAGE
- goal, intent or purpose to be
communicated by the teacher
- Physical form of words
- Translation of ideas, purpose and
intentions of the teacher
- Selective inattention that leads to
arc of distortion
THE CHANNEL
- To encode the purpose of the source
into a message
- Face to face communication- the
encoding function is channeled directly
by the intellectual, the sensory and the
motor skills of the source
- Ex: chalkboard, vocal mechanism, social
media
THE RECEIVER
- The student for whom the message is
intended.
- The student is the receiver- interprets the
message by listening attentively,
reading, logical reasoning and judging
TYPES OF COMMUNICATION
✓ Verbal or Oral communication- interaction between individuals
Ex: internet, live chat, telephone
✓ Nonverbal- does not use words but rather more of actions
Ex: signs, facial expression & body language
Utilizes the 5 senses:
➢ Sight
➢ Auditory
➢ Gustation
➢ Olfactory
➢ Touch
SIGHT
-visual observation communicates many information
- Ex: during patient rounds
➢ AUDITION
-Ex: rotation and tilting of the head; distinguish certain sounds
➢ GUSTATION
-sense of taste
Ex: serving of food or use of utensils
OLFACTORY
- Sense of smell
- Distance receptor
➢ TOUCH
-close receptor using hand and body contact that conveys
warmth, feelings, desires, intentions, quality of expression, gratitude,
sympathy to another person
- Positive means of contact and communication
- Signifies meaning and candor
BARRIERS TO EFFECTIVE
COMMUNICATION
✓ Giving an opinion
✓ Offering false reassurances
✓ Being defensive
✓ Showing approval/ disapproval
✓ Stereotyping
✓ Changing the subject matter
inappropriately
PHASES OF
COMMUNICATION/
INTERVIEW
✓ Toneand guidelines for the relationship
are established.
✓ Interviewerand interviewee meet and
learn to identify each other by name
✓ Agreement of contract about the goals
of the relation, location of interview,
frequency and length of contacts and
duration of the relationship and duration
of the relationship
WORKING PHASE
✓ Longest phase
✓ Interaction- essence of this phase
✓ Purposeful-ensure achievement of
mutually agreed upon goals and
objectives.
TERMINATION PHASE
Occurs when the conclusion of the
initial agreement is acknowledged.
Examinegoals of the relationship for
attainment and evidence of progress
