NCMA 112 / HEALTH EDUCATION

 The teaching function will always be

WEEK 1 an integral part of the duties of a
professional nurse.
HISTORICAL BAKGROUND OF HEALTH  Nurse Practice Acts (NPAs) in the US
EDUCATION universally include teaching within
the scope of nursing practice
OVERVIEW OF HEALTH EDUCATION responsibilities
 In 1993, the Joint Commission on
 Recent developments in the field of
Accreditation of Healthcare
health care have served to highlight
Organization (JCAHO) delineated
the important role of education in
nursing standards or mandates for
“helping the patients and their
patient education which are based on
families assume responsibility for self-
positive outcomes for patient care.
care management”.
 Nurses are expected to be the prime Five Areas of Responsibility of Health
movers in delivering high quality, Education
effective and efficient nursing care
which will result to shorter hospital Assess Needs
confinement and continuation of  first step is to assess the health needs
recovery and rehabilitation through
home care and or community-based Planning
nursing care.  goal is to overcome existing obstacles
Client Education to reach as many people in your
community as possible
 Is multifaceted, involving promoting,
protecting, and maintaining health. It Implementation
involves teaching about reducing  go out into your community and
health risk factors, increasing a provide the education
client’s level of wellness, and taking
specific protective health measures. Resource Person

Historical Development  make yourself available to answer

health questions and help to
1. 1900 - Public health nurses in this understand and address health
country clearly understood the concerns
significance of education in the
prevention of disease and in the Advocate
maintenance of health
 maintain standards and achieve
2. 1918 - National League of Nursing
health education and promotion
Education in US recognized the
goals.
responsibility of nurses for the
promotion of health and the Evolution of the Teaching Role of Nurses
prevention of illness in such settings
as schools, homes, hospitals, and 1. Teaching as function within the scope
industries. of nursing practice
3. 1970 – AHA/ American Hospital 2. Educating their colleagues
Association established the rights of 3. Training the trainer
patients to receive complete and EDUCATION PROCESS
current information concerning
diagnosis and treatment  It is a systematic, sequential, planned
4. 1993 – JCAHO take the form of course of action consisting of two
mandates, are based on descriptions major interdependent operations,
of positive outcomes of patient care. TEACHING AND LEARNING.
5. 1995 - Pew Health Professions  This process forms a continuous cycle
Commission, influenced by the that also involves two interdependent
dramatic changes currently players, the TEACHER AND THE
surrounding health care, published a LEARNER, jointly perform teaching
broad set of competencies that it and learning activities, the outcome of
believes will mark the success of the which leads to mutually desired
health professions in the twenty-first behavior changes.
century. The teaching function will
always be an integral part of the
duties of a professional nurse.
 NCMA 112 / HEALTH EDUCATION

TEACHING/ INSTRUCTION  Nutrition

 Exercise
 TEACHING is a deliberate
 Stress management
intervention that involves the
 Lifestyle modification
planning and implementation of
instructional activities and experiences  Resources within the community
to meet intended learner outcomes PREVENTION OF ILLNESS OR INJURY
according to a teaching plan.
 INSTRUCTION is a component of  Health screening (e.g., blood glucose
teaching that involves the levels, blood pressure, blood
communicating of information about a cholesterol, Pap test, mammograms,
specific skill in the cognitive, vision, hearing, routine physical
psychomotor, or affective domain. examinations)
 Reducing health risk factors (e.g.,

lowering cholesterol level)

ASSURE MODEL  Specific protective health measures
 The ASSURE model is an ISD (e.g., immunizations, use of condoms,
(Instructional Systems Design) use of sunscreen, use of medication,
process that was modified to be used umbilical cord care)
by teachers in the regular classroom RESTORATION OF HEALTH
 The ISD process is one in which
teachers and trainers can use to  Information about tests, diagnosis,
design and develop the most treatment, medications
appropriate learning environment for  Self-care skills or skills needed to
their students. care for family member
 Resources within healthcare setting
and community
A – Analyze learners The Role of Nurse Educator in Staff and
S – State standards & objectives Patient Education
S – Select strategies, technology,
media & materials  Provide for prevention of illness and
U – Utilize technology, media & promotion of healthy lifestyles
materials  Expand public access to effective care
R – Require learner participation  nvolve patients and their families in
E – Evaluate and revise the decision making regarding health
interventions Ensure cost effective
Areas for Client Education and appropriate care for the
PROMOTION OF HEALTH consumer
 Provide clients with education and
 Increasing a client’s level of wellness counseling on ethical issues
 Growth and development topics  Provide clinically competent and
 Fertility control coordinated care to the public
 Hygiene
 NCMA 112 / HEALTH EDUCATION

The Benefits of Effective Patient Education  New has meaning to old

 Motivation of the learner
 Increase consumer satisfaction
 No anxiety and mental problems
 Improve quality of life
 Ensure continuity of care Concept of Teaching
 Promote adherence to healthcare
 Teaching is a set of events, outside the
treatment plans
learners which are designed to
 Effectively REDUCE the incidence of
support internal process of learning.
complications of illness
 Teaching (Instruction) is outside the
 DECREASE patient anxiety
learner. Learning is internal to
learners.
 You cannot motivate others if you are
not self-motivated. Motives are not
WEEK 2 seen, but Behaviors are seen.
 behavior is seen, learning is internal,
Principles of Teaching and Learning in performance is external
Health Education
Teaching and Learning Principles
LEARNING For E-leaning
 Learning is about a change: the  E-learning is not appropriate for all
change brought about by developing a situation and it is not for everyone
new skill, understanding a scientific  Teaching and learning through e-
law, changing an attitude. learning is different from traditional
 The change is not merely incidental classroom learning
or natural in the way that our  Cannot simply transfer traditional
appearance changes as we get older. material to e-learning
 Learning is a relatively permanent  Needs to be designed based on
change, usually brought about principles on adult learning
intentionally  The control of learning shifts from the
educator to the learner
DEFINITION OF LEARNING
Principles of Teaching and Learning
 It is a relative change in person’s
behavior brought about through  When the subject matter to be
experience or interactions with the learned possesses meaning,
environment. organization, and structure that is
 Not all changes results from learning. clear to the students, learning
 Change in behavior not always proceeds more rapidly and is retained
immediate. longer
 Readiness is a prerequisite for
PURPOSE learning. Subject matter and learning
 To contribute to health and well- experiences must be provided that
being by promoting lifestyles, begin where the learner is.
community actions and conditions  Students must be motivated to learn.
that make it possible to live healthful Learning activities should be
lives. provided that take into account the
 Recent developments in the field of wants, needs, interests, and
health care is to highlight the aspirations of the students.
important role of education in  Students are motivated through their
“helping the patients and their involvement in setting goals and
families assume responsibility for planning learning activities.
self-care management  Success is a strong motivating force.
 Students are motivated when they
Principles of Learning attempt tasks that fall in a range of
 Require teacher guidance challenge such that success is
 Self-discovery/generalization of past perceived to be possible, but not
experiences certain.
 Background experience, sufficient  When students have knowledge of
mental maturity, readiness, desire of their learning progress,
the learner performance will be superior to what
 Goal directed provisional trials it would have been without such
knowledge.
 NCMA 112 / HEALTH EDUCATION

 Behaviors that are reinforced  Content needs to be standardized,

(rewarded) are more likely to be teaching responsibilities need to be
learned. made clear, and lines of
 To be most effective, reward communication must be strengthened
(reinforcement) must follow as among the healthcare providers
immediately as possible the desired  Inadequate time to
behavior and be clearly connected record/document patient teaching;
with that behavior by the student. Inadequate forms on which to record
 Directed learning is more effective teaching activities
than undirected learning.
Obstacles to Learning
 To maximize learning, students
should inquire into, rather than be  Stress of acute and chronic illness,
instructed in the subject matter. anxiety, sensory deficits, and low
Problem-oriented approaches to literacy among patients can result to
teaching improve learning. diminished learner motivation and
 Students learn what they practice. learning
 Supervised practice that is most  The negative influence of the hospital
effective occurs in a functional environment itself resulting to loss of
education experience. control, lack of privacy and social
isolation
Barriers in Education
 Lack of time to learn due to rapid
Factors hindering or preventing the nurse’s patient discharge can discourage and
ability to deliver health education frustrate the learner, impeding the
programs/services to patients or family ability and willingness to learn
members:  Denial of learning needs, resentment
of supervisory authority, and lack of
 Lack of time to teach (greatest willingness to take responsibility
barrier) due to: (locus of control) are some
 Short period of confinement psychological behavioral change
 Very demanding schedules  The inconvenience, complexity,
 Very demanding inaccessibility, fragmentation, and
responsibilities dehumanization of the healthcare
 Lack of preparation to teach system frustrates the learner and
 Lack of knowledge on discourage him
principles of teaching
 Nurses do not feel competent
or confident regarding their
teaching skills due to their
inadequate preparation for
their roles as educators

 Personal characteristics of a nurse

as a teacher influence the outcome of
the teaching-learning process
 Low priority given to patient and
staff education by administration and
supervisory personnel
 Lack of space and privacy in the
various environmental settings is not
always conducive to carrying out the
teaching-learning process
 Absence of third-party
reimbursement to support patient
education programs relegates
teaching & learning to less than high
priority status.
 Some nurses and physicians
question the effectiveness of patient
education as a means to improve
health outcomes