NOTRE DAME OF TACURONG COLLEGE

COLLEGE OF NURSING
Lapu-Lapu St., Tacurong City, Sultan Kudarat, Philippines
Telephone No.: (064) 200-3631 Fax No.: (064) 200-4131

Subject: Health Education Schedule: Saturday, 8:00am-11:00am

Placement: Second Semester, BSN 1 Course Credit: 3 units lecture (54 lec. hours)
Instructor: Aimee C. Aguado, MAN, RN

Date of Activity: Week 2: January 30, 2021

Deadline of Submission: January 30, 2021
Mode of Submission: https://leap.ndtc.edu.ph/login/index.php

LESSON GUIDE 2
HEALTH EDUCATION PERSPECTIVE

I. Objectives: at the end of the lesson, the students must have:

1. Traced the historical development of health education;
2. Described and analyzed the different issues and trends in Health Education;
3. Identified health issues and the biological, psychological, and sociological
aspects of health and disease; and
4. Explained contemporary health and the promotion of optimal health throughout
the lifespan.

II. Course Content

A. HISTORICAL DEVELOPMENT AND CONCEPTS OF HEALTH EDUCATION

Historical development in health education

 Mid-1800s
 Nursing was acknowledged as unique discipline
 Teaching as an important role of nurses as caregivers: promoting the
health of the well public
 Educating other nurses for professional practice
Florence Nightingale
 Ultimate educator
 Teaching nurses, physicians and health officials—importance of proper
conditions in hospitals and homes to improve the health of people.
 Importance of teaching patients of the need for adequate nutrition, fresh air ,
 exercise, and personal hygiene to improve the well being

Year Organization Contribution

1918 National League of Nursing Recognized the importance of health
Education (NLNE)/ National teaching as a function of a nurse
League for Nursing (NLN)
1937 National League of Nursing Nurses as agents for the promotion
Education of health and the prevention of illness
in all settings of practice

1950 National League of Nursing Included course content in nursing

Education (NLNE) curriculum as nurse educator
1993 Joint Commission (JC)/ Established nursing standards for
formerly patient education.
Joint Commission on Service must be provided by an
Accreditation of Healthcare agency or organization for
Organizations (JCAHO) accreditation

1995 Pew Health Profession Published a broad set of

Commission competencies that would mark
success in the health profession in
the 21st century.
2001 Commission on Accreditation Required nursing service managers
of Healthcare Organizations to emphasis on unit-based clinical
staff education.
To achieve expected client outcomes
Interdisciplinary approach included
2006 National League for Nursing Developed FIRST certified nurse
(NLN) educator exam

Health Education
 A science and a profession of teaching health concepts to promote,
maintain, and enhance one’s health, prevent illness, disability and
premature death through the adoption of healthy behavior, attitudes and
perspective. It draws health models and theories from the biological,
environmental, psychological, physical and medical and even
paramedical sciences like nursing.

 Comprises of consciously constructed opportunities for learning involving

some form of communication designed to improve health literacy,
including improving knowledge and developing life skills which are
conducive to individual and community health (World Health
Organization)

 Any combination of planned learning experiences based on sound

theories that provide individuals, groups, and communities the opportunity
to acquire information and the skills needed to make quality health
decisions. (Joint Committee on Health Education and Promotion
Terminology of 2001)
What is the purpose of health education?
Health education aims to positively influence the health behavior and health
perspectives of individuals and communities for them to develop self-efficacy to adopt
health lifestyles resulting to healthy communities.

What is the importance of health education?

1. Health education empowers people to decide for themselves what options to
choose to enhance their quality of life.
2. Health education equips people with knowledge and competencies to
prevent illness, maintain health or apply first aid measures to prevent
complication or premature deaths and improve the health status of individuals,
families, communities, states, and the nation.
3. Health education enhances the quality of life by promoting healthy lifestyles.
4. Healthy education creates awareness regarding the importance of
preventive and promotive care thereby avoiding or reducing the costs involved
in medical treatment or hospitalization.
The legal basis of health education in the nursing curriculum
One of the more important functions of the nurse is as a health educator and this
is explicitly stated in the duties of a nurse in Rule IV, Article VI, Section 28 of the
Philippine Nursing Act of 2002 also known as RA 9173, among which are to:
a. “provide health education to individuals, families and communities;
b. “teach, guide and supervise students in nursing education;
c. “implement programs including the administration of nursing services in varied
settings like hospitals and clinics”
Specifically, it states that “the nursing education program shall provide sound
general and professional foundation for the practice of nursing taking into consideration
the learning outcomes based on national and universal nursing core competencies. The
learning experience shall adhere strictly to specific requirements embodied in the
prescribed curriculum as promulgated by the Commission on Higher Education’s policies
and standards of nursing education”

What are some of the functions of a professional health educator?

1. Assess individual and community needs and capabilities and identify both
internal and external resources in the community;
2. Plan develop and coordinate with the different health and government agencies
and NGOs regarding the health education programs;
3. Do community organizing and outreach;
4. Conduct staff training and consult with other health care provider about
behavioral, cultural or social barriers to health;
5. Conduct regular periodic evaluation of health education programs;
6. Make referrals;
7. Develop audio, visual, print and electronic materials to be used for training and
conduct of health education programs;
8. Conduct research work and write scholarly articles.

The Role of the Health Educator

A health educator is “a professionally prepared individual who serves in a
variety of roles and is specifically trained to use appropriate educational
strategies and methods to facilitate the development of policies, procedures,
interventions, and systems conducive to the health of individuals, groups, and
communities” (Joint Committee on Terminology, 2001, p.100). The health educator’s
role is to help promote, enhance, and maintain the health of others. A Competency-
Based Framework of the Professional Development of Certified Health Education
Specialists identified the framework which consists of seven (7) areas of responsibility of
the health educator, namely:
1. Implement health education strategies, interventions, and programs.
2. Administer health education strategies, interventions and programs
3. Conduct evaluation and research in relation to health education
4. Serve as a health education resource person
5. Assess individual and community needs for health education
6. Plan health education strategies, interventions and programs
7. Communicate and advocate for health and health education

B. ISSUES AND TRENDS IN HEALTH EDUCATION

Trends Impacting on Health Care

1. Social
 Demographic trends like aging of the population requires emphasis on
self-reliance and maintenance of a healthy life status over an extended
lifespan particularly dealing with degenerative diseases and disabilities;
lifestyle-related diseases which are the major causes of morbidity and
mortality are highly preventable and will need more intensive health
education efforts.
2. Economic
 The shifts in payer coverage, emphasis on managed care and earlier
hospital discharge, and the issue on reimbursement for health services
provided require more intensive patient education to allow the patient and
his family a more independent, compliant and confident management of
care.
3. Political
 The federal government has formulated national goals and objectives
directed towards the development of effective health education programs
which will create awareness of health risks and encourage the adoption of
healthy lifestyle. The role of health education in promotion of health and
prevention of illness in containing the cost of hospitalization and
healthcare expenses has already been recognized by politicians and
healthcare administrators.

Health Issues: Biological, Psychological and Sociological Aspects of Health and

Disease (Biopsychological model or BPS, Santrock, J.W. (2007).
The Biopsychological model (“BPS”) is an approach that states human
experience of health or illness is greatly affected or determined by the interplay or
interrelatedness of the following factors:

1. Biological
  Concerned with the functioning of the different organ systems of the body
and its coping or adaptive mechanisms like immunity level, genetic
susceptibility or predisposition
2. Psychological
 Perceptions, thoughts, emotions, attitudes and behaviors
3. Social factors
 Socioeconomic status, cultural beliefs and practices, poverty, technology,
environmental influences and conditions

This model shows a direct link between the mind and the body and an
indirect link with the intervening social or environmental factors to explain
disease causation.

a. Biological Component
Seeks to explain the cause of illness or disease as a result of the
breakdown in the physical or physiological functioning of the body
b. Psychosocial aspect
Deals with how the individual perceives the health threats and the
state of emotional control, discipline, and motivation to stay
healthy. Psychosocial factors can cause a biological effect by
predisposing the patient to risk factors and risk-taking behaviors.
Example: A depressed person may become an alcoholic to
temporarily forget his/her problems which may lead to liver
cirrhosis and even death.
c. Social and sociological factor
Concerned with the individual’s perception of his/her ability to deal
with the health threats or health problems and the barriers posed
by the society or the environment towards the attainment of health
and health lifestyle.
Characteristics of Effective Health Education (Hubley, 1983)
1) It is directed at people who are directly involved with health-related situations and
issues in the home and the community;
2) Lessons are repeated and reinforced over time using different methods;
3) The lessons are adaptable and use existing channels of communication; Ex.
Songs, Drama, and Story Telling.
4) It is entertaining and attracts the community’s attention
5) Uses clear, simple language with local expression;
6) Emphasizes short term benefits of action
7) Provides opportunities for dialogue, discussion, and learnerparticipation and
feedback;
8) Uses demonstration to show the benefits of adopting the practices.

Relationship Between Health Education and Health Promotion

The primary role of the health educators is to develop appropriate health
education programs in consultation with the people they serve through:
a. Planning
b. Implementing
c. Evaluating the health plans/programs
Steps in Developing a Health Education/Promotion Programs (Cottrell Et Al, 2001):
 a. Assesing the needs of the target population
b. Developing appropriate goals and objectives
c. Creating an intervention that considers the peculiarities of the setting
d. Implementing the intervention
e. Evaluating the results.

Health Education Today and Future Trends

Due to heightened technological advances which are occurring by the
nanosecond, the health educator is faced with enormous challenges as well as
opportunities due to the increasing demand of society for health education and
preventive care and the heavy reliance on technology for the delivery and acquisition of
information via the information highway or internet.
The call for developing global health strategies with the integration of health
education and action is now a clamor that can no longer be ignored. Globalization, war,
terrorism, social instability, disease, poverty, and environmental degradation are among
the key challenges facing the world today (Otieno, 2005). The pandemic COVID 19,
AH1N1 infulenza, HIV/AIDS, and Severe Acute Respiratory Syndrome (SARS), as well
as bio-terrorism preparedness receive outmost priority and attention from the
governments of different nation. Clear Strategies for global health capacity-building at
the national level must be developed as well as adequate training for public health
professionals where concerted action is undertaken to build their capacity must be given
priority

Future Directions for Patient Care (Wasson and Anderson, 1993; abruzzese, 1992;
Anderson, 1990)
1. New setting and environmental linkages
a. Most teaching will occur in the ambulatory care setting
b. Inter-organizational linkages to enhance cooperative endeavors in the
patient education enterprise will increase
c. More people are unhappy with orthodox medicine and are turning to
alternative medicine
d. Changing demographics resulting in proportionally older populations and
a greater number of minority (ethnic) groups with unique health
challenges
2. New Technologies
a. The use of computer-based instruction for hospitals, ambulatory care
setting, physician’s offices or homes will increase
b. The use of interactive video programs will increase resulting to greater
access to reliable information
3. Greater emphasis on wellness
a. Wellness screening programs will increase
b. Emphasis on illness prevention and health promotion such as nutrition,
diet and exercise, with various accompanying educational offerings will
increase.
4. Increased third-party reimbursement as cost benefit ratios demonstrate the cost-
effectiveness of consumer education as shown by shorter hospital stay, effective
and efficient home and self-managed care, lesser incidence of complications and
hospital readmissions.

III. Interactive Links

 1. WHO’s Top 10 Global Health Threats for The year 2019
https://www.youtube.com/watch?v=ixXNoxvRx44

IV. Research Studies/Supplemental Readings

1. On Academics: Public Health Education in the 21st Century: Topics and Trends
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1997235/

V. Evaluation

To pass the subject, you must:

1. Read all subject readings and answer the pre-assessment quizzes, activities,
expected output and assignments.
2. Submit the expected output from the modules on time.
3. Pass the midterm and final exam.
Grading System:

Quiz/Assignments 40%
Portfolio 10%
Project 10%
Exam 40%
100%

VI. References
Main: Castro,C.,Health Education for Nursing and Other Allied Health
Professions (With Teaching Strategies and Principles of Teaching and Learning).
2011.

Prepared by: Aimee C. Aguado, MAN, RN

Clinical Instructor

Noted by: Elmer G. Organia, RN, MAN

Dean