Perspective On Teaching and Learning

HEALTH
EDUCATION
Jonalyn Cielito Uy- Francisco, RN, MSN
Clinical Instructor
Perspective on Teaching and Learning
 Overview of Education in Health Care
Purpose:
 To increase the competence and confidence of patients to manage their own
self-care and of staff and students to deliver high-quality care
Benefits of Education to Patients
 Increases consumer satisfaction
 Improves quality of life
 Ensures continuity of care
 Reduces incidence of illness complication
 Increase compliance with treatment
 Decreases anxiety
 Maximizes independence
 Overview of Education in Health Care
Benefits of Education to Staff
 Enhances job satisfaction
 Improve therapeutic relationships
 Increases autonomy in practice
 Improves knowledge and skills
Benefits of Preceptor Education for Nursing Students
 Prepared clinical preceptors
 Continuity of teaching/learning from classroom curriculum
 Evaluation and improvement of student clinical skills
Goal: To increase self-care responsibility of clients and to improve the quality of care
delivered by Nurses.
 The Education Process Definition of Terms
Education Process- a systematic sequential, planned course of action on the part
of both the teacher and learner to achieve outcomes of teaching and learning.
Teaching/Instruction- a deliberate intervention that involves sharing of
information and experiences to meet intended learner outcomes.
Learning-a change in behavior (KSA) that can be observed and measured, and
can occur at anytime or in any place as a result of exposure to environmental
stimuli.
Patient Education- the process of helping clients learn health-related behaviors
to achieve the goal of optimal health and independence in self-care
Staff Education- the process of helping nurses acquire KSA to improve the
delivery of quality care to consumer.
 Assure Model
 A useful paradigm to assist nurses to organize and carry out the education
process
 Role of the Nurse as Health Educator
 With at least 3 years hospital stays, organizations expect that staff nurses
will have to be skilled teachers.
 Need to learn the basic principles of teaching and how to apply them.
 Provide holistic approach to care delivery
 Act as facilitators
 Clarify confusing information
 Serves as coordinator of care
 Assist colleagues in gaining knowledge and skills necessary for delivery
of professional nursing care
 Hallmarks of Effective Teaching in Nursing
1. Professional Competence
a. Through knowledge and subject matter.
b. Polishes skills throughout her career.
c. Maintains and expands her knowledge in reading, research, clinical practice
and continuing education.
d. Portrays excellent clinical skills and judgement become positive role model
for learner.
2. Interpersonal Relationship with Students
a. Taking personal interest in learners
b. Being sensitive to their feelings and problems, conveying respect to them.
c. Alleviating their anxieties.
d. Being accessible for conferences.
e. Being fair, permitting learners to express differing points of view.
3. Teaching Practices
a. Defined mechanisms, method, and skills in classroom and clinical teaching.
4. Personal Characteristics
a. Personal magnetism, enthusiasm, cheerfulness, self-control, patience,
flexibility, sense of humor, a good speaking voice, self-confidence,
willingness to admit errors, and caring attitude
5. Evaluation Practices
a. Valued by students include clearly communicating expectations, providing
timely feedback on student progress, correcting students tactfully, being fair
in the evaluation process, and giving test that are pertinent to the subject
matter.
3. Availability to Students
a. This may take form for educators of being there in stressful classroom and
clinical situations, physically helping students give nursing care, giving
appropriate amounts of supervision, freely answering questions and acting
as resource person during clinical learning experiences.
 Principles of Good Teaching Practice in Undergraduate
Education
1. Encourage student-faculty contact
2. Encourage cooperation among students
3. Encourage active learning
4. Give prompt feedback
5. Emphasize time o task
6. Communicate high expectations
7. Respect diverse talents and ways
 Principles of Good Teaching Practice in Undergraduate
Education
1. Encourage student-faculty contact
2. Encourage cooperation among students
3. Encourage active learning
4. Give prompt feedback
5. Emphasize time o task
6. Communicate high expectations
7. Respect diverse talents and ways
 Barriers to Teaching and Obstacles to
Learninghttps://prezi.com/eoh-rpu_jaot/barriers-to-teaching-
obstacles-to-learning/
 Principles of Learning
1. Use of general senses
2. Actively involve the patients or clients in the valuing process.
3. Provide an environment conducive for learning.
4. Assess the extent to which the learning is ready to learn.
5. Determine the perceived relevance of information.
6. Repeat Information.
7. Generalize information
8. Make learning a pleasant experience
9. Begin with what is known, move toward what is to be known
10. Present information as in appropriate rate.
 Learning Theories-Video
 Types of Learning
 Learning Styles
 Planning and Conducting Classes
Six principles of planning in health education
 It is important that plans are made with the needs and context of the
community in mind. You should try to understand what is currently
happening in the community you work in.
 Consider the basic needs and interests of the community. If you do not
consider the local needs and interests, your plans will not be effective.
 Plan with the people involved in the implementation of an activity. If
you include people they will be more likely to participate, and the plan
will be more likely to succeed.
 Identify and use all relevant community resources.
 Planning should be flexible, not rigid. You can modify your plans
when necessary. For example, you would have to change your
priorities if a new problem, needing an urgent response, arose.
 The planned activity should be achievable, and take into consideration
the financial, personnel, and time constraints on the resources you have
available. You should not plan unachievable activities
 Identify and use all relevant community resources.
 Planning should be flexible, not rigid. You can modify your plans
when necessary. For example, you would have to change your
priorities if a new problem, needing an urgent response, arose.
 The planned activity should be achievable, and take into consideration
the financial, personnel, and time constraints on the resources you have
available. You should not plan unachievable activities
Steps in Planning health Education
1. Needs assessment is the process of identifying and understanding the
health problems of the community, and their possible causes. The problems
are then analyzed so that priorities can be set for any necessary
interventions. The information you collect during a needs assessment will
serve as a baseline for monitoring and evaluation at a later stage.
2. In a health needs assessment, you identify health problems prevalent in
your community. In other words, you look into any local health conditions
which are associated with morbidity, mortality and disability.
1. Needs assessment is the process of identifying and understanding the
health problems of the community, and their possible causes. The problems
are then analyzed so that priorities can be set for any necessary
interventions. The information you collect during a needs assessment will
serve as a baseline for monitoring and evaluation at a later stage.
In a health needs assessment, you identify health problems prevalent in your
community. In other words, you look into any local health conditions which are
associated with morbidity, mortality and disability.
Primary sources are data which you collect during a needs assessment,
using techniques such as observation, in-depth interviews, key informant
interviews, and focus group discussions.
Secondary sources are data that were collected and documented for other
purposes, including health facility records, activity reports, and research
reports. You may also be able to review data which has already been collected
by other people to identify local health problems
2. A Prioritization is the process of arranging the problems in order of the
urgency in which they need to be addressed.
 Criteria to prioritized problems
 Magnitude of the problem
 Look at the prevalence of the problem. Is there a lot of it in your community?
 Are a large number of people affected by the problem?
 Is the problem widespread in the community?
 Severity of the problem
 Does the problem lead to serious illness, death or disability?
 Criteria to prioritize problems
 Feasibility of the intervention
 Are you able to solve the problem with the resources you have?
 Can the problem be tackled with the resources you have?
 Government concern
 Do the official people want you to tackle this problem?
 Community concern
 Does the community really want to deal with the problem?
3. Setting goals and objectives
 A goal is a broad statement that can clearly describe what your health
education activity is designed to achieve. It provides an overall direction for
your activities.
 An objective is more specific than a goal, and it should be achievable. It is
the outcome that you want to accomplish through a health education
intervention. If you do not have objectives, you cannot evaluate the
effectiveness and efficiency of your health education activities.
4. Selecting educational methods
 To achieve each of your stated objectives, you need to choose the best
educational method, because not all health education methods are
appropriate to achieve each of your objectives — some methods are better
than others.
 To achieve each of your stated objectives, you need to choose the best
Learning objective Health education method
educational method, because not all health Lectureeducation methods
with discussion, talks at are
public meetings or
appropriate
Raising to achieve
awareness and passing on each of your objectives
knowledge — some
social gatherings, methods
and the areof better
distribution materials
such as posters and leaflets
than others.
Individual approaches such as counselling or
Changing
 attitudes
discussion, using visual and audio-visual materials
Skill development Training and demonstrations involving practice
When you are choosing the educational method that you will use, you should
also consider:
 The number of people involved.
 Learner preferences.
 The appropriateness of the method to the local culture.
 Availability of your resources.
 A method that best fits the characteristics (age, sex, religion, etc.) of the
target group
5. Developing your plan of work
 A plan of work is simply putting together all the components you have
worked out to deliver your health education messages, such as your
objectives and the activities you will use. Your plan should specify the roles
of the different people involved, the time in which the particular activities
have to be carried out, and the different methods you plan to use.
5. Developing your plan of work
What is in a work plan?
 Your plan of work should include the following components:
 Clear objectives
 Your strategies
 A list of activities that you will do
 Who will help you
 Resources to be used
 Timing
 Indicators.
Objectives Strategies Activities Responsible people Resources Timing Indicators
& methodsPerspective on Teaching and Learning
To increase the Home Conducting home Community health IEC materials. August 2012 to Number of
number of  Planning and Conducting Classes
visits.Training each visits. practitioners, Posters, leaflets, September 2013 households who
households who household on the Identifying barriers community malaria papers, pen, received training.
use bed nets
proper use of bed to using bed nets, workers.
properly from 20% nets Demonstration giving advice to
pencils, bed nets.
Materials to
Number of
households who
to 60% over the of bed net use, families, and demonstrate use of use bed nets
next year. 3. Developing yourhelping
practising with planthemof work
to bed nets such as properly after
mothers and hang bed nets rope. training.
families. properly. Preparing
training materials,
selecting
participants, giving
training.
6. Implementation
 The word 'implementation' means to carry out. It is the act of converting
your planning, goals, objectives and strategies into action. In other words, it
is converting your planned activities into action — according to a plan of
work. Conducting health education activities at a community gathering, or
during home visits, are examples of implementation, or carrying out health
education activities.
6. Implementation
 Methods of organizing the community
There are different methods that you might be able to use in order to organize
the community in which you work. You may be able to organize the community
according to:
 Their place of work
 Common characteristics of the people
 The issue addressed
 Location or geography.
6. Implementation
 Identifying and mobilizing resources for health education
For health education activities to reach the stated goals and objectives, they must be
supported with appropriate resources. In this section, you will have the opportunity to
learn more about some sources of health education-related resources, and how to mobilize
them.
There are several different types of resources that may be used in health education
activities. They can be broadly classified into three items:
 Personnel or labor power
 Material resources, including educational materials
 Financial resources.
6. Implementation
 Message development
 Every health education session should carry a message. A message is a piece
of information, a set of ideas, or a course of action that you want to convey
to individuals, or to the whole community. One of the frequent mistakes
made by health professionals is that they do not prepare beforehand the
message they want to convey during the health education session. It is too
late when you are in the session to have to decide what message should be
delivered, and in what format.
6. Implementation
 Message development
Which of the following should you avoid when developing your messages?
 Local terms which people understand
 Technical words
 Locally offensive words
 Complicated medical terms
 Simple accessible terms.
6. Implementation
 Recording health education activities
 Recording and reporting all your health education activities is very
important, and you must record all your routine health education activities
according to the standard documentation guidelines provided for you. It is
usually considered that an activity which is not recorded has not been done.
6. Implementation
 Recording health education activities
During the implementation of a health education activity, the following
information should be recorded:
 Number of people who received health education (total, male, females)
 The topic addressed, and the content of the message
 The place where the health education activity was delivered
 The person who delivered the health education session
6. Implementation
 Monitoring the implementation of health education activities
 While you are undertaking health education activities, make sure that the
planned activities are actually delivered in the way that they have been
planned. It is easy to begin with plans and then to go off the beaten track.
The method which enables you to know whether the activities are being
implemented as planned is called monitoring
 Input, Output and Process Monitoring
7. Evaluation in health education
 Evaluation is the systematic collection, analysis and reporting of
information about health education activities.
Three most usual types of evaluation.

Process evaluation
 What health education methods were used during learning activities? How
acceptable were the methods?
 What health learning materials were used during learning activities? How
effective were the materials?
 What health issues were taught? How were they selected? Were they
appropriate topics for health education?
 What resources were used in health education sessions? Think about
Personnel, resources, material and financial and so on.
Impact evaluation refers to assessing the immediate effects of your health
education activities on the people who have received health education
messages. This type of evaluation is usually carried out at the end of your
health education activities. You may be able to observe how people behave after
receiving health education messages. If no improvement has taken place, then
something is probably wrong, either with your message or your methods.
Outcome evaluation
 'Outcome' usually refers to the long-term changes that may have occurred as
a result of health education interventions. These long-term changes may
include decreases in mortality, morbidity, the prevalence of disease, or the
incidence of the health conditions being studied. Outcome
evaluation involves an assessment of some of these measurable long-term
outcomes or effects of your health education activities. Surveys may be
conducted after three or five years, and they may be difficult to conduct. This
type of evaluation may be conducted by external agencies.
Type of
Methods used to conduct evaluation
evaluation
Gather feedback from those people who received health education, for example households,
individuals, community key informants, etc.
Process 
evaluation
Planning and Conducting
Use information Classesthem, and through discussions.
gathered from interviewing
Observe while the health education session is being conducted.
Steps inUse
Planning health
a checklist to Education
see whether health education activities are conducted as planned.
Use interviews,
4. Evaluation in healthfocus group discussions and observation methods to check whether:
education
● behaviour change has taken place,
Impact
Outcome● evaluation
evaluation
the level of knowledge has been improved,
● a desired attitude has been developed,
 'Outcome' usually
● a harmful refers
belief to the
has been long-term
changed, and ifchanges
a requiredthat
skill may have
has been occurred as
developed.
a result of health education interventions. These long-term changes may
It might
include be difficult
decreases for you to morbidity,
in mortality, conduct outcome evaluation because
the prevalence this relies
of disease, oronthe
measuring
long-term changes; however, you may be able to observe if there are any long-term changes
Outcome incidence of the as a health conditions being studied. Outcome
in your community result of your activity.
evaluation
evaluation involves
Usually mortality,an assessment
morbidity of some ofofdisease
and prevalence these are
measurable
measured bylong-term
detailed research
methods,
outcomes or or the collection
effects of your of statistics
health by external agencies.
education activities. Surveys may be
conducted after three or five years, and they may be difficult to conduct. This
type of evaluation may be conducted by external agencies.

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HEALTH

Three most usual types of evaluation.

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