HEALTH EDUCATION Specific Objectives of

MA. RONILEA H. WAJE, RN, MAN, LPT Health Education

1. To make health an asset valued by the
What is Health Education?
community.
Process which affects changes in the health
2. To increase knowledge of the factors that
practices of people and in the knowledge and
affect health.
attitude related to such changes.
3. To encourage behavior which promotes and
Teaching process providing basic knowledge
maintains health.
and practice of health, to be interpreted into
proper health behavior. 4. To enlist support for public health measures,
and when necessary, to press for appropriate
 Process that informs, motivates, and
governmental action.
helps people to adopt and maintain
healthy practices and lifestyle. 5. To encourage appropriate use of health
services especially preventive services.
 Refers to the act of providing
information and learning experiences 6. To inform the public about medical
for purposes of behavior change for advances, their uses, and their limitations.
health betterment of the client.
Contents of Health Education
HISTORICAL FOUNDATIONS FOR
1. Personal hygiene
THE TEACHING ROLE OF NURSES
2. Proper health habits
Patient education has long been considered a
major component in the list of standard 3. Nutrition education
caregiving by the nurse. The focus of teaching
4. Personal preventive measures
efforts by nurses was not only on the care of
the sick, but also on educating other nurses for 5. Safety rules
professional practice.
6. Proper use of health services
Florence Nightingale, the founder of modern
7. Mental health
nursing, was the ultimate educator. Not only
did she develop the first school of nursing, but 8. Sex education
she also devoted a large portion of her career
to educating those involved in the delivery of 9. Special education (occupation, mothers)
health care. Principles of Health Education
Nightingale taught nurses, physicians, about 1. Interest.
the importance of proper conditions in
hospitals and homes to assist patients in 2. Participation.
maintaining adequate nutrition, fresh air,
3. Proceed from known to unknown.
exercise, and personal hygiene to improve
their well-being. 4. Comprehension.

Aims of Health Education 5. Reinforcement by repetition.

1. Health promotion and disease 6. Motivation.

prevention. 7. Learning by doing.
2. Early diagnosis and management. 8. People, facts and media.
3. Utilization of available health services. 9. Good human relations.
10. Leaders.
 Good Communication Technique  Limited receptiveness of receiver

• Source credibility.  Negative attitude of the sender

• Clear message.  Limited understanding and memory

• Good channel: individual, group & mass  Insufficient emphasis by the sender
education. (health professional)

• Receiver: ready, interested, not  Contradictory messages

occupied.  Health education without identifying the
• Feedback. “needs "of the community

• Observe non-verbal cues. BARRIERS TO EDUCATION AND

OBSTACLES TO LEARNING
• Active listening.
1. Lack of time to teach is cited by nurses as
• Establishing good relationship. the greatest barrier to being able to carry out
Educator their educator role effectively. Very ill patients
are hospitalized for only short periods of time.
Who can be an Educator? Early discharge from inpatient settings with
one another in emergency, outpatient, and
• Personnel of health services.
other ambulatory care settings. In addition,
• Medical students, nursing & social nurses’ schedules and responsibilities are
work. very demanding.
• School personnel. 2. Many nurses and other healthcare
personnel are traditionally ill prepared to
• Community leaders & influential.
teach. Studies have revealed that the
Requirements: principles of teaching and the concepts of
learning are unclear to a large number of
• Personality: popular, influential and practicing nurses. Many nurses admit that they
interested in work. do not feel competent or confident with regard
• Efficiency trained and prepared for the to their teaching skills. Nursing education has
job. for years failed to adequately prepare nurses
for the role as educator, either during basic
• Must show good examples. training or afterward. Although nurses are
Message expected to teach, content

• What information to be communicated. 3. Personal characteristics

• Simple, at the level of understanding. Personal characteristics of the nurse educator

play an important role in determining the
• Culturally accepted. outcome of a teaching–learning interaction.
• Interested. 4. low priority was often assigned to patient
• Meet a felt need. and staff education by administration and
supervisory personnel. However, budget
• Avoid technical jargon. allocations for educational programs remain
• Use audiovisual aids. tight and can interfere with the adoption of
innovative and time-saving teaching strategies
Communication Barriers and techniques.
 Social and cultural gap between the
sender and the receiver
5. The lack of space and privacy. responsibility (locus of control) are some
psychological obstacles to accomplishing
The lack of space and privacy in the various
behavioral change.
environmental settings where nurses are
expected to teach, and learners are expected 8. The inconvenience, complexity,
to learn is not always conducive to carrying out inaccessibility, fragmentation, and
the teaching–learning process. Noise, dehumanization of the healthcare system
frequent interferences, treatment schedules, often result in frustration and abandonment of
and the like serve to negatively affect efforts by the learner to participate in and
concentration and effective interaction. comply with the goals and objectives for
learning.
6. Some nurses and physicians question
whether patient education is effective as a Role of Educators as an
means to improve health outcomes. They view Independent Nursing Function
patients as disablements to teaching when
patients do not display an interest in changing • Not primarily to teach, but to promote
behavior, when they demonstrate an learning & provide an environment
unwillingness to learn, or when their ability to conducive to learning.
learn is in question. • Act as a facilitator (motivates individual to
Obstacles to Learning learn)

1. The stress of acute and chronic illness, • Serves as coordinator of teaching efforts
anxiety, sensory deficits.
• 3-by ensuring consistency of information
2. The negative influence of the hospital
environment itself, resulting in loss of
Purpose, Goals & Benefits of
control, lack of privacy, Patients & Staff Education
3. Lack of time to learn due to rapid patient Increase the learner’s competence &
discharge from care can discourage and confidence of clients for self-management.
frustrate the learner, impeding the ability and Goal: increase the responsibility &
willingness to learn. independence of clients for self-care. What is
4. Personal characteristics of the learner have the single most important action of nurses as
major effects on the degree to which caregiver?
predetermined behavioral outcomes are Goal - if they can’t independently maintain or
achieved. Readiness to learn, motivation and improve their hx status-they can’t reach their
compliance, developmental-stage full potential. (SELF RELIANT)
characteristics, and learning styles are some
of the prime factors influencing the success of Question - prepare pt & family of self-care
educational endeavors. Our goal is to support patients through the
5. The extent of behavioral changes needed, transition from being invalids to being
both in number and in complexity, can independent in care; from being dependent
overwhelm learners and dissuade them from recipients to being involved participants in the
attending to and accomplishing learning care process; and from being passive listeners
objectives and goals. to active learners. If clients cannot
independently maintain or improve their health
6. Lack of support and ongoing positive status when on their own, we have failed to
reinforcement from the nurse and significant help them reach their potential. In light of cost-
others serves to block the potential for containment measures by healthcare
learning. agencies and despite the sometimes-scarce
7. Denial of learning needs, resentment of resources available, nurses continue to follow
authority, and lack of willingness to take the goals of involving patients in exploring and
expanding their self-care abilities through Patient Education: The process of helping
interactive patient education efforts. clients learn health-related behaviors to
achieve the goal of optimal health and
2. Improve Patient Outcomes
independence in self-care.
Goal: improve the quality of care delivered by
Staff Education: The process of helping
nurses & recognize the importance of lifelong
nurses acquire knowledge, attitudes, and skills
learning.
to improve the delivery of quality care to the
Goal-improving the nation’s health & consumer.
recognize the importance.
Comparison of the Nursing Process
keep their knowledge & skill current/updates. to Education Process
3. Increase Patient & Staff Satisfaction • Nursing process
-the benefits to nurses: ↑ job satisfaction, -focuses on planning & implementation of care
enhanced patient-nurse autonomy, increased based on the assessment & diagnosis of the
accountability in practice, & opportunity to physical & psychosocial needs of the pt.
create change.
• Education process
3-after educating & improving pt’s condition
-focuses on the planning & implementation of
-increase job sates-----once recognize that teaching based on assessment & prioritization
their teaching actions have forge therapeutic of pt’s learning needs, readiness to learn &
rel. learning styles.
-create change to make a difference to the ASSURE Model of Education
lives of others
Process
Concepts of Teaching, Learning, & • A- analyze the learner
Education Process
• S- state the objectives
• Education Process
• S- select the instructional methods and
-is systematic, sequential, logical, scientifically materials
based, planned course of action consisting of
2 major independent operations (T & L). • U- use the instructional methods and
materials
• Teaching
• R- require learner performance
- is a deliberate intervention that involves the
planning & implementation of instructional • E- evaluate the teaching plan and revise as
activities & experiences. necessary

- to meet intended learner’s outcome ➢ The education process is a systematic,

accordingly to a teaching plan. sequential, planned course of action
consisting of two major interdependent
• Instruction operations, teaching and learning. This
-is one aspect of teaching; a component of process forms a continuous cycle that also
teaching that involves communicating of involves two interdependent players, the
information teacher and the learner.

• Learning ➢ Together, they jointly perform teaching and

learning activities, the outcome of which
-a change in behavior (ASK) that can be leads to mutually desired behavior
observed or measured because of exposure to changes.
environmental stimuli.
➢ These changes foster growth in the learner 2-student-teacher relationship enhance
and, it should be acknowledged, growth in learning.
the teacher as well.
3 basic therapeutic approaches to maintain
➢ Thus, the education process should always learners’ self-esteem & minimize anxiety
be a participatory, shared approach to
empathic listening, acceptance (accept as
teaching and learning.
they are), honest communication (openness,
➢ A useful paradigm to assist nurses to about the topic, his performance & abilities).
organize and carry out the education
• Personal Characteristic
process is the ASSURE model (Rega,
1993). -qualities such as authenticity, enthusiasm,
cheerfulness, self-control, patience, flexibility,
Role of the Nurse as a Health and sense of humor, a good speaking voice,
Educator self-confidence and caring attitude are all
• Giver of information desirable personal characteristics of teachers.

• Facilitator of Learning 1-student values these qualities because

they make learning more interesting, fun, or
• Coordinator of Teaching pleasant
• Client Advocate Are these qualities present to a teacher?
probably not.
Hallmarks of Effective Teaching in
Nursing They should aim for them because they as well
as their students will benefit from these efforts
• Professional competence
• Teaching Practices
-teacher who aims at excellence develops a
thorough knowledge of subject matter & -defines as the mechanics, methods, & skills
polishes skills throughout his career. in classroom & clinical setting.

• Interpersonal Relationship w/ Students • Evaluating practices

-an effective teacher is skillful in IR. Skills such -valued by students include clearly
as taking a personal interest in learners, being communicating expectations, providing timely
sensitive to their feelings & problems, feedback on student progress, correcting
conveying respect, alleviating their anxieties, students tactfully, being fair in the evaluation
being fair, allows expressions of POV, allows process, giving test pertinent to subject
Q&A. matter.

Hallmark-brand 1-Students & colleagues value a teacher who

is knowledgeable & can present material in an
6 major categories interesting clear & organized manner
1-Maintain and expands this knowledge 2-if learners don’t meet the expectations of
through reading, research, clinical practice, & teacher-student should be informed about it
continuing education. How will you know if
competence is present: displays confidence in -No learners should progress through an
his professional abilities, creative & entire teaching lesson to be told at the end that
stimulating, can excite student interest, can she is not doing well.
demonstrate clinical skills with expertise. -Superior learners should be told so
A teacher who portrays excellent clinical skills, -criteria should be presented (PRS)
judgment, & honesty becomes a positive role
model for learners. Teaching practices-JACOBSON defined TP
 • Availability to Students training or afterward. Although nurses are
expected to teach, content.
-CI should be available especially in clinical
courses. Should be available during stressful PERSONAL CHARACTERISTICS - Personal
clinical situations, physically helping students characteristics of the nurse educator play an
give nursing care, give supervision, freely important role in determining the outcome of a
answers questions, acting as resource person teaching–learning interaction.
during clinical learning experiences.
LOW PRIORITY was often assigned to patient
CI supervises more students during clinical and staff education by administration and
exposures - learners should be instructed of supervisory personnel. However, budget
what to do (preconference/morning rounds). allocations for educational programs remain
tight and can interfere with the adoption of
BARRIERS TO EDUCATION AND innovative and time-saving teaching strategies
OBSTACLES TO LEARNING and techniques.
• Lack of time to teach THE LACK OF SPACE AND PRIVACY in the
various environmental settings where nurses
• Many nurses and other healthcare
are expected to teach, and learners are
personnel are traditionally ill prepared to
expected to learn is not always conducive to
teach
carrying out the teaching–learning process.
• Personal characteristics Noise, frequent interferences, treatment
schedules, and the like serve to negatively
• Low priority
affect concentration and effective interaction.
• The lack of space and privacy
SOME NURSES AND PHYSICIANS
• Some nurses and physicians question QUESTION WHETHER PATIENT
whether patient education is effective as a EDUCATION IS EFFECTIVE AS A MEANS
means to improve health outcomes. TO IMPROVE HEALTH OUTCOMES. They
view patients as disablements to teaching
LACK OF TIME TO TEACH is cited by nurses
when patients do not display an interest in
as the greatest barrier to being able to carry
changing behavior, when they demonstrate an
out their educator role effectively. Very ill
unwillingness to learn, or when their ability to
patients are hospitalized for only short periods
learn is in question
of time. Early discharge from inpatient settings
with one another in emergency, outpatient,
and other ambulatory care settings. In
addition, nurses’ schedules and
responsibilities are very demanding.
MANY NURSES AND OTHER
HEALTHCARE PERSONNEL ARE
TRADITIONALLY ILL PREPARED TO
TEACH. Many nurses and other healthcare
personnel are traditionally ill prepared to
teach. Studies have revealed that the
principles of teaching and the concepts of
learning are unclear to a large number of
practicing nurses. Many nurses admit that they
do not feel competent or confident with regard
to their teaching skills. Nursing education has
for years failed to adequately prepare nurses
for the role as educator, either during basic
LESSON 2: ETHICAL, LEGAL, AND aims to answer, “What should I do”?
ECONOMIC FOUNDATIONS OF
• “ethicos” which means
EDUCATION
the
MA. RONILEA H. WAJE, RN, MAN, LPT MORAL DUTY
A. DEFINITION OF ETHICS, MORALITY • Standard to examine
AND THE LAW moral life
- Are formal rules that govern how we It is defined as the philosophical
behave as members of society. (normative and theoretical) science that
Law: Outlines a basic standard of behavior deals with the morality of human conduct.
necessary for our social institutions to keep
functioning. It is necessary to make some 1. People’s decisions shaped by their values,
laws in order to succeed and to treat people principles, and purpose.
equally.
– is a discipline that systematically examines
- Guiding principles inherited from life’s big questions through critical reasoning,
family, community, or culture. logical argument, and careful reflection
Morality: A coherent, consistent account that Ethical decision is one made based on
has been refines through history. Refers to reflection about the things we think are
private, personal standards of what is right important and that is consistent with those
and wrong. beliefs.
2. Moral duties: we are ought to do this (our
actions), we are ought to do what is right, it is
our duty to do what is right
Standard to examine moral life: this means it
is the standard, the end point of all the
decision, the standard of all the things that we
do.
MORALS – “moralis” – social consensus
specific ways of accomplishing ethical
principles.
Social consensus which means which one
ought to do, that everyone agree that is the
right thing to do, right or wrong.
Specific ways are the ways that you do, for
you to accomplish ethics since it is the
standard to moral life.

Differentiated View of Ethics,

Morality and Law
1. Natural law (basis)
2. Deontological (Golden Rule)
3. Teleological (greatest good for the
greatest number)
1.Natural law theory is a legal theory that Charitable Immunity
recognizes law and morality as deeply
-an immunity from civil liability and
connected, if not one and the same.
particularly as regards negligent torts that is
Morality relates to what is right and wrong and granted to a charitable or nonprofit
what is good and bad. Natural law theorists organization. The legal doctrine of charitable
believe that human laws are defined by immunity holds that a charitable organization
morality, and not by an authority figure, like a is not liable under tort law.
king or a government. Therefore, we humans
Charitable Immunity Act
are guided by our human nature to figure out
has been construed to immunize a church
what the laws are, and to act in conformity with
from a personal injury claim by a church
those laws.
member who trips and falls while exiting the
2.Deontology (or Deontological Ethics) church after attending services. [Thomas v.
Second Baptist Church of Long Branch, 337
-is an approach to Ethics that focuses on
N.J. Super. 173 (App.Div. 2001)]
the rightness or wrongness of actions
themselves, as opposed to the rightness or CARDOZO DECISION
wrongness of the consequences of those
A. Informed Consent: the right to full
actions (Consequentialism) or to
disclosure; the right to make one’s own
the character and habits of the actor (Virtue
decisions.
Ethics).
B. Right to self-determination: the right to
Deontologists believe that the goal of moral
protect one’s own body and to
philosophy should be to figure out the “rules”
determine how it shall be treated.
for living a moral life and that once people
know those rules, they should follow them. 1914: Justice Benjamin Cardozo, informed
consent ruling
The word deontology derives from the Greek
words for duty (deon) and science (or study) In a lawsuit involving the Society of NY
of (logos) Hospital, Justice Benjamin Cardozo ruled:
Deontology is a school of moral philosophy in “Every human being of adult years and sound
which ethical behavior equals following rules. mind has a right to determine what shall be
Deontologists believe that the goal of moral done with his own body, and a surgeon who
philosophy should be to figure out the “rules” performs an operation without his patient’s
for living a moral life and that once people consent commits an assault.”
know those rules they should follow them.
“The Golden Rule” (do unto others as you C. ECONOMIC FACTORS INFLUENCING
would have them do unto you) is an example PATIENT EDUCATION
of deontology; it’s a moral rule meant to be Economic Factors of Patient Education:
followed in all situations, for everyone to live Justice and Duty Revisited
moral lives.
Challenge for health care providers:
B. ETHICAL AND LEGAL FOUNDATIONS
OF PATIENT EDUCATION efficient & cost-effective patient education
legal responsibility of all nurse’s little
Evolution of Ethical/Legal Principles in preparation on pre-licensure level.
Health Care
Financial Terminology
Charitable Immunity
❑ Direct Costs
Cardozo Decision of 1914
• Fixed Costs
A. Informed consent
• Variable Costs
B. Right to self-determination
❑ Indirect Costs Formed in the aftermath of the Tuskegee
Experiment scandal, the Commission was
❑ Cost Saving, Benefit and Recovery
created in 1974.
❖ Direct Costs: those that are tangible and
The Commission had four goals
predictable, such as rent, food, heating,
that it needed to analyze:
etc.
1. the boundaries between biomedical and
• Fixed Costs: those that are stable and
behavioral research and what the
ongoing, such as salaries, mortgage,
accepted and routine practices of
utilities, durable equipment, etc.
medicine were,
❖ Variable Costs: those related to
2. assessing the risks and benefits of the
fluctuation in volume, program attendance,
appropriateness of research involving
occupancy rates, etc.
human subjects,
✓ Law of demand and supply
✓ Med’s dosage required and quantity. 3. determining appropriate guidelines for
✓ frequency of changing bed linens how human subjects can be chosen for
✓ Attendance =rehab therapy the participation in such research and;
✓ Occupancy rates= stay of
4. defining what informed consent is in
hospitalization
each research setting
❖ Indirect Costs: those that may be fixed but
not necessarily directly related to a 2. Philippine Nurses Association’s Code
particular activity, such as expenses of of Ethics for Nurses with Interpretative
heating, lighting, housekeeping, Statements
maintenance, etc.
The Code of Ethics for Nurses with Interpretive
❖ Cost Savings: money realized through Statements provides a framework for nurses to
decreased use of costly services, use in ethical analysis and decision-making.
shortened lengths of stay, or fewer What is the Code of Ethics for Nurses in the
complications resulting from preventive Philippines?
services or patient education.
The Filipino registered nurse, believing in the
❖ Cost Benefit: occurs when the institution worth and dignity of each human
realizes an economic gain resulting from being, recognizes the primary responsibility to
the educational program, such as a drop preserve health at all cost. This responsibility
in readmission rates. encompasses promotion of health, prevention of
illness, alleviation of suffering, and restoration of
❖ Cost Recovery: occurs when revenues health.
generated are equal to or greater than
Code of Ethics for Nurses in the Philippines was
expenditures
devised as a guide for carrying out nursing
Government Regulations & responsibilities which would tackle difficult issues
and decisions that a profession might be facing,
Professional Standards and give clear instruction of what action would be
National Commission for the Protection considered ethical or right in the given
of Human Subjects of Biomedical and circumstance.
Behavioral Research The Code of Ethics for Registered Nurses in the
Philippines is promulgated by the Board of
National Commission for the Protection of Nursing (BON) and was consulted with accredited
Human Subjects of Biomedical and professional organizations like the Philippine
Behavioral Research was the first public Nurses Association. It also coincides with the
national body to shape bioethics policy in ideals of Republic Act No. 9173 or the “Philippine
the United States. Nursing Act
 Government Regulations & 2. Veracity: truth telling; the honesty by a
Professional Standards professional in providing full disclosure to a
client of the risks and benefits of any
Patient’s Bill of Rights invasive medical procedure
1. Right to Appropriate Medical Care 3. Confidentiality: a binding social contract
and Humane Treatment or covenant to protect another’s privacy; a
professional obligation to respect
2. Right to Informed Consent
privileged information between health
3. Right to Privacy and Confidentiality. professional and client.
4. Right to Information Example
5. The Right to Choose Health Care • Sharing of personal data like payroll
Provider and Facility. details not unless she will share,
• bank details,
6. Right to Self-Determination
• medical records,
7. Right to Religious Belief • sharing info without permission like
ppt presentations
8. Right to Medical Records
• Another one is discussing case in
9. Right to Leave public places,
Another example in school the
10. Right to Refuse Participation In examination papers should be kept
Medical Research. and shredded before disposal and so
11. Right to Correspondence and to on.
Receive Visitors. 4. Non-malfeasance: the principle of doing
no harm
12. Right to Express Grievances A. Negligence: the doing or non-doing of
13. Right to be Informed of His Rights an act, pursuant to a duty, that a
and Obligations as a patient reasonable person in the same
circumstances would or would not do, with
Application of Ethical and Legal these actions or nonactions leading to
Principles injury of another person or his/her
property. Example of negligence
1. Autonomy Burn due to hot water bag
2. Veracity Automobile accident (drivers should drive
carefully)
3. Confidentiality Dog bites
4. Non-malfeasance
C. Malpractice: refers to a limited class
– Negligence of negligent activities that fall within the
–Malpractice scope of performance by those
pursuing a particular profession
–Duty involving highly skilled and technical
services.
5. Beneficence
D. Duty: a standard of behavior; a
6. Justice
behavioral expectation relevant to
Definition of Ethical Principles one’s personal or professional status
in life.
1. Autonomy: the right of a client to self-
determination
5. Beneficence: The principle of doing Revenue Generation: profit realized when
good; acting in the best interest of a client fees for an educational program exceed the
through adherence to professional aggregate costs of program preparation and
performance standards and procedural delivery.
protocols.
Cost-Effectiveness Analysis: refers to
determining the economic value of an
6. Justice: Equal distribution of goods,
educational offering by making a comparison
services, benefits, and burdens regardless
between two or more programs, based on
of client diagnosis, culture, national origin,
reliable measures of positive changes in the
religious orientation, sexual preference
behaviors of participants as well as evidence
and the like.
of maintenance of these behaviors, when a
real monetary value cannot be assigned to
D. FUTURE DIRECTIONS FOR PATIENT the achievement of program outcomes.
EDUCATION
Cost-Benefit Analysis: the relationship (ratio)
Legality of Patient Education and between actual program costs and actual
Information program benefits, as measured in monetary
terms, to determine if revenue generation
❑ Patients’ Bill of Rights
was realized.
❑ Joint Commission on Accreditation of
Healthcare Organizations
State of the Evidence

❑ State Regulations 1. Legal and ethical issues

❑ Federal Regulations 2. Documentation of practice

3. New technologies
Documentation of Patient
Education 4. Health related outcomes

“… probably the most undocumented skilled 5. Economic implications

service….” (Casey, 1995) 1. What are some legal and Ethical Issues
JCAHO - Joint Commission on Accreditation in healthcare?
of Healthcare Organizations
There are 5 Ethical Issues in Healthcare
Third-Party Reimbursement: insurance 1. Do-Not-Resuscitate Orders.
companies, Medicare and Medicaid 2. Doctor and Patient Confidentiality.
programs, or “private pay” 3. Malpractice and Negligence.
4. Access to Care.
Respondent Superior: The employer may 5. Physician-Assisted Suicide.
be held liable for the negligence or other
unlawful acts of the employee during the Future directions for patient education
performance of his or her job-related
2. Documentation Practice (take note of
responsibilities.
your nursing process)
Program Planning and • Proper documentation in a patient's
Implementation chart tells a chronological story about
their care and health status.
1. Revenue Generation
• It allows for all team members to
2. Relationship of Costs and Outcomes
remain updated and connected on the
a. Cost-Effectiveness Analysis plan of care for patients and how the
patient is responding to that plan.
b. Cost-Benefit Analysis
3. New technologies  Change the stimulus conditions in the
environment and the reinforcement
• Technologies such as podcasts and
after a response
videos with flipped classrooms, mobile
devices with apps, video games, Behaviorist Dynamics Motivation:
simulations (part-time trainers, drives to be reduced, incentives
integrated simulators, virtual reality),
and wearable devices (google glass) Educator:
are some of the techniques available
 Active educator role
to address the changing educational
environment.  Manipulates environmental stimuli and
reinforcements to direct change
4. Health Related Outcomes.
Transfer:
• Safety of care, patient experience,
effectiveness of care, safety of care, ▪ Practice and provide similarity in
using research in nursing practice stimulus conditions and responses
between learning and new situations
5. Economic implications
Respondent Conditioning
• Why is education considered
economic? - Learning occurs as the organism
responds to stimulus conditions and
• Because Education tends to raise forms associations.
productivity and creativity - A neutral stimulus is paired with an
unconditioned stimulus–unconditioned
response connection until the neutral
Applying Learning Theories to stimulus becomes a conditioned
Healthcare Practice stimulus that elicits the conditioned
response
MA. RONILEA H. WAJE, RN, MAN, LPT
Operant Conditioning
CONTRIBUTION OF LEARNING THEORIES
- Learning occurs as the organism
 Provides information and techniques to
responds to stimuli in the environment
guide teaching and learning
and is reinforced for making a
 Can be employed individually or in particular response.
combination - A reinforcer is applied after a response
strengthens the probability that the
 Can be applied in a variety of settings
response will be performed again
as well as for personal growth and
under similar conditions.
interpersonal relations
Changing Behavior Using Operant
LEARNING THEORIES
Conditioning
BEHAVIORIST THEORY
To increase behavior:
Concepts:
 positive reinforcement
 Environmental stimulus conditions
 negative reinforcement
 Reinforcement promotes changes in
(escape or avoidance conditioning)
responses
To decrease behavior
 To change behavior
 non reinforcement punishment
Advantages of Behaviorism  Learning occurs through the
reorganization of elements to form new
• Highly structured situations
insights and understanding
• Skills training in which steps and
Information-Processing Perspective
sequences can be clearly delineated
• The way individuals perceive, process,
Disadvantages of Behaviorism
store, and retrieve information from
• Instruction is mechanistic experiences determines how learning
occurs and what is learned.
• Minimizes student involvement in
• Organizing information and making it
learning
meaningful aids the attention and
• Inappropriate for complex mental storage process; learning occurs
processes, problem-solving, and through guidance, feedback, and
critical thinking assessing and correcting errors.
• Focus on describing the way
2. COGNITIVE THEORY information is tracked, the sequence of
Concepts: mental operations, and the results of
operations.
 cognition, gestalt, perception,
developmental stage, information- Cognitive Development Perspective
processing, memory, social • Learning depends on the stage of
constructivism, social cognition, cognitive functioning, with qualitative,
attributions sequential changes in perception,
 To change behavior, work with the language, and thought occurring as
developmental stage and change children and adults interact with the
cognitions, goals, expectations, environment.
equilibrium, and ways of processing • Recognize the developmental stage
information and provide appropriate experiences
to encourage discovery.
Motivation:
Social Constructivist Perspective
 goals, expectations, disequilibrium,
cultural and group values • A person’s knowledge may not
necessarily reflect reality, but through
Educator: collaboration and negotiation, new
 Organize experiences and make them understanding is acquired.
meaningful • Learning is development.
• Assimilation, accommodation, &
 Encourage insight and reorganization
construction are part of learning.
within learner
• Learning is heavily influenced by the
Transfer: culture and occurs as a social process
in interaction with others.
 Focus on internal processes and
• A learner constructs new knowledge
provide common patterns with a new
by building on internal representations
situation
of existing knowledge thru personal
Gestalt Perspective interpretation of experience.
• An individual’s perceptions, beliefs,
 Perception and the patterning of and social judgments are affected
stimuli (gestalt) are the keys to strongly by social interaction,
learning, with each learner perceiving, communication, groups, and the social
interpreting, and reorganizing situation.
experiences in her/his own way
• Individuals formulate causal
explanations to account for behavior
that have significant consequences for
their attitudes and actions (attribution
theory).
SOCIAL LEARNING THEORY
 Concepts: role modeling, vicarious
reinforcement, self-system, self-
regulation
 To change behavior, utilize effective
role models who are perceived to be
rewarded, and work with the social
situation and the learner’s internal self-
regulating mechanisms.
 Educator: model behavior and
demonstrate benefits; encourage
active learner to regulate and
reproduce behavior
 Motivation: compelling role models
perceived to be rewarded, self-system
regulating behavior, self-efficacy
 Transfer: similarity of setting,
feedback, self-efficacy, social
influences