DMC College Foundaton Inc. Sta.Filomena, Dipolog City College of Nursing Healh Educaton Lecure Noes HEALTH EDUCATION refers to the act of providing informaon and learning experiences for purposes of behavior change for health beerment of the client. - the acuision of !no"ledge !no"ledge through through exchange exchange of informaon informaon from the teacher and and the learner facilitates beer understanding of the need for change.
THE !"OCE## OF HEALTH EDUCATION
#ealth #ealth educaon educaon consists consists of learning learning experiences that promote promote behavior behavior conduciv conducive e to good health. $t provides the tools for developing physical, emoonal, spiritual and sound mental he alth.
!h$sical healh. %hese are acvies or learning experiences that helps promote the ability of
the body to funcon e&ecvely. E%otonal healh. 'cvies that enable an individual to cope "ith stress and strain of daily
life. Menal healh. (easures or strategies that enable an individual to ma!e correct ) udgments. #ocial healh. *ays in "hich an individual can relate "ell "ith others regardless of status or
posion. #&iriual healh. 'cvies that "ill help an individual to accept the supernatural aspect of
divine healing. !U"!O#E# OF HEALTH EDUCATION
+. ' (eans (eans of ropag ropagang ang #ealth #ealth romo romoon on and and Disease Disease reven revenon on concern concerned ed "ith "ith ho" lifes lifestyl tyle, e, family family hist history ory and other other ris! ris! facto factors rs relat relate e to the cause cause or prevenon of diseases and other health related problems. . (ay be be sed to to (odify (odify or Conn Connue ue #ealth #ealth /ehavior /ehaviorss if 0ecessar 0ecessary y determ determine iness strateg strategies ies for health health maint maintena enance nce and ris! ris! reducon reducon,, iden1es iden1es short short and long-term conseuences of various behaviors, and demonstrates behavior strategies for improving and maintaining personal, family and community health. 2. rovi rovides des #ealt #ealth h inform informao aon n and Servi Services ces 3. 4mphas 4mphasi5 i5es es on 6ood #ealth #ealth #abits #abits and rac racces ces "hich "hich is an $nteg $ntegra rall 'spect 'spect of Cultur Culture, e, (edia and %echnology analy5 analy5es es inform informao aon n necessar necessary y in reaching reaching out out to people people in the commun community ity to facil facilit itat ate e understa understanding nding and compliance compliance "ith "hat is being being taught taught geared geared to"ards to"ards self-reli self-reliant ant behavior. 7. ' (eans (eans to Communica Communicate te 8ital 8ital $nfo $nformao rmaon n to the the ublic ublic #elps #elps the fami family ly,, peer peers, s, and and othe others rs to comm commun unic icat ate e thei theirr need needs, s, "ant "antss and and feel feelin ings gs e&ecvely to enable them to resolve con9icts and problems. $t also helps analy5e possible causes of con9ict and in the formulaon of strategies for soluons "ithout harming oneself or others. :. $t is is also also a form form of of 'dvo 'dvoca cacy cy (eans (eans to "or! "or! coopera cooperave vely ly "ith peopl people e in advoca advocang ng health health to indivi individu duals als,, familie families, s, schools, and communies. $t is the ability of the nurse to convey health messages and use e&ecve communicaon techniues, in9uences these clients in ma!ing posive health
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choices, and ma!e use of strategies to overcome barriers "hen discussing
about
informaon, ideas, feelings, and opinions on health issues. IM!O"TANCE OF HEALTH EDUCATION
#ealth educaon is a system of teaching and learning process. $t facilitates common understanding among people in a social structure to modify behaviors, ma!e decisions and change social condions in "ays that are health enhancing. 'mong its many "ays aims are the follo"ing +. 4nhance !no"ledge a"areness. rovides guidance and instrucon of all that "ill help individuals or groups of individuals maintain a high level of "ellness. . romotes health, safety and security of the people. romotes personal hygiene, environmental sanitaon, and maintenance of a ha5ard-free environment for one to avoid illnesses, accidents and reduce morbidity and mortality rate. 2. Develop and improve community resources. #elp individual gain !no"ledge, understanding, habits, a;tudes, and ideals that "ill help them live as healthful individuals and members of the community. 3. $ncrease producvity and strength of character. #elp develop producve individuals "ho can ad)ust successfully and live happily "ith social group in "hich they belong. #ealth educaon further enhance coping paerns that minimi5e the e&ects of stress on individuals and family 7. Disease prevenon. romotes individual and public health a"areness on prevenon of disease and for the state to be the home of healthy and producve ci5ens. :. (inimi5e cost. #ealth educaon enables the government to aain health ob)ecves at least cost.
the human body and ho" to ta!e care of it. (. #ealth services "hich direct individuals to a =sensible> use of health care resources. C. ' friendly environment in "hich health choices are made. %his concerned "ith naonal, regional, and local educaon policies, "hich are o?en pursued and implemented "ithout considering health conseuences
CONCE!T# OF TEACHIN) AND LEA"NIN)
%he follo"ing terms are de1ned for clearer understanding of meanings and use. +.
. 2. 3. 7.
:.
Educaton @ is an interacve process of imparng !no"ledge through sharing, explaining, clarifying and synthesi5ing the substanve content of the learning process in order to arrive at a posive )udgment and "ell-developed "isdom and behavior A
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G.
Nursing !rocess @ emphasi5es the need to manage and maximi5e health by prevenng ris! factors and encouraging healthy behavior. !rinci&les of Teaching-refers to la" of teaching !rinci&le comes from the lan "ord =princeps> "hich means the beginning or the end of all things - rule for guiding the ship of educaon so that it "ill reach the port designated by the philosophy of educaon, it is a compass by "hich the path of educaon is directed. (A#IC !"INCI!LE# OF TODA'*# TEACHIN)
+. Children learn by doing. . (ovaon should be intrinsic and natural, not ar1cial. Mot+aton is the process "hich creates an inner drive "ithin an individual to see! goals or ob)ecves - in9uences an individual to act !ur&oses of Mot+aton a. %o arouse for desire to achieve a goal b. %o smulate acon to"ard a parcular ob)ecve c. %o cause a pupil to perform in a desired "ay d. %o create interest thereby cause a student to do the "or! at hand and "illingly complete it e. %o use various devices such as o&ering re"ards or an appeal "ith the desire to excel f. %o push an individual to a certain direcon T$&es of Mot+aton a. $ntrinsic- develops "hen the learner "ants to learn for the sa!e of learning "hich is based on personal moves or intenons b. 4xtrinsic- develops "hen the learner "ants to learn for the reasons other than learning "hich is based on social moves Maslo,*s Theor$ of Mot+aton and Needs (aslo" states that people are movated based on a variety of needs "hich is categori5ed into 1ve basic groupsB a. hysiological 0eeds b. Safety 0eeds c. Social 0eeds d. Self-esteem needs e. Self-actuali5aon 0eeds 2. Hearning should be gradual and connuous, not discrete. 3. $nstrucon should be adapted to individual needs. 7. 0atural social se;ngs should constute learning situaons. :. Hearning depends upon the childIs ability. G. %he child can best be educated as a "hole, as a unit organism. . Hearning comes through sense impressions. E. %eacher-pupil and inter-pupil relaonships should be cooperave. +. 4ducaon means improving the uality of living.
!"INCI!LE# OF LEA"NIN)
'ccdg. to (ichaelis et al., the follo"ing are the principles of learning. +. (ovaon-is obtained by relang instrucon to needs and interest of students . 0eeds
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2. Jeadiness for Hearning @ should be planned both in terms of prior learning and in terms of experience needed 3. Discovery Hearning @ in "hich the students 1nds out on his o"n and goes beyond "hat is given 7. 4valuaon of Hearning @ is needed to provide feedbac! for students and informaon for the teacher may be used. :. racce- is essenal to the development and re1nement of s!ills and retenon of learning. G. %ransfer of Hearning- may be enhanced by ma!ing immediate applicaons to ne" situaons . Jetenon of Hearning- may be aided by emphasi5ing personal meaning, value and usefulness. E. $ndividual di&erences @ should be met by diagnosing needs. +. Classroom Climate- or atmosphere should be characteri5ed by mutual trust and respect ++. lanned Seuence of $nstrucon @ are essenal to e&ecve learning in all areas of the curriculum, yet 9exibility must be provided. +. $nteracon- "ith others and "ith rich classroom environment promotes learning provided there is acve teacher guidance in group planning.
!"INCI!LE# OF )OOD TEACHIN) !"ACTICE
'part from the ualies a good teacher should possess, there are also "ays the teacher must pracce to ma!e a healthy and dynamic teaching-learning relaonships as follo"sB +. 4ncourage student-faculty interacon to create a closer relaonship bet"een nurse educators and learners. . romote cooperaon among students to create an atmosphere conducive to collaborave learning, such as forming study groups, and doing a variety of group pro)ects. 2. romote acve learning to enable students to acvely crici5e content they are learning by tal!ing about the material, "ring about it, outlining it, applying it, as!ing uesons about it and re9ecng on it. 3. 6ive prompt feedbac! to enable students to react and understand "hat aspects of learning they need to improve on and ma!e needed ad)ustments in their learning styles. 7. 4mphasi5e the use of me in each tas! to ensure that students !no" ho" much me they should spend in learning a parcular acvity and encourage them to study and pracce seriously. %ime management is the !ey to"ards eKcient and e&ecve study. :. Communicate high expectaons to challenge students. Hearners are movated to meet high expectaons if they are given the support and encouragement they need. G. Jespect diverse talents and "ays of learning by considering the fact that learners have di&erent learning styles. %hus, the teacher has to devise various teaching strategies and acvies to meet the studentsI needs.
#TE!# IN THE EDUCATION !"OCE## A. A##E##MENT. 6athering of data about the learnerIs demographic pro1le, s!ills, and abilies needed in idenfying the most appropriate teaching strategy for a parcular learner.
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(. !LANNIN). ' carefully organi5ed "rien presentaon of "hat the learner needs to learn and ho" the nurse educator is going to provide the teaching. C. IM!LEMENTATION AND A!!LICATION OF THE TEACHIN) !LAN. %he point "here theorecal and praccal aspects of the teaching-learning process meet as the teacher applies the plan to the learners. D. E-ALUATION. %he measurement of teaching-learning performance of both teacher and learners.
#TE!# IN THE NU"#IN) !"OCE## A. (. C. D.
A##E##MENT. Data collecon and recording of all informaon !LANNIN). Se;ng priories, goals and ob)ecves and treatment opons. IM!LEMENTATION. u;ng the plan into acon E-ALUATION. 'ssessing the paent, if the desired outcomes have been met
Dierence /e,een he Educaton !rocess and Nursing !rocess A. %he nursing process focuses on planning and implementaon of care based on assessment and diagnosis of the physical and psychosocial needs of a paent (. %he educaon process focuses on planning and implementaon of teaching based on
assessment and priori5aon of learner needs, readiness to learn, and learning styles.
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