CHAPTER 1 discipline, which demands, among others,

adaptability, inventiveness and creativity.

Health Care and Teaching
 The teacher should be able to adapt to both
different situations and types of students.
“Without continual growth and progress, such
 Due to the ever-changing demands of
words as improvement, achievement, and success
learning, the teacher must constantly be
have no meaning.”– Benjamin Franklin
creative of new approaches to teaching in
anticipation of the various mental and
INTRODUCTION
psychological make-up of the prospective
 For a long time, health care and teaching
learners.
were pursued by religious orders. As is the
 Teachers of nursing therefore must keep
healthcare and welfare norm, the sisters
both body of knowledge and skills
and priests delivered the health bulletins to
continually updated and evolving.
the citizenry.
 They must keep striving to improve and
 However, prior to the coming of the religious
supplement their existing knowledge and
orders to the Philippines, 'albularyos' or
attain deeper understanding of the nursing
local doctors already had been tending to
profession.
the health needs of the community. They
 This helps prepare the students for
relied on indigenous ways and materials of
challenges they will face, with the advancing
treating the sick.
technology in nursing practice and patient
 These individuals were also repositories of
care and their increasingly complex
knowledge of how to take care of one's
responsibilities.
health.
 Although flexibility is important, today's
 They also subscribed to superstitious beliefs
teacher of nursing must have an established
and practices to explain the ailments of the
system of eclectic principles and beliefs to
sick.
guide her.
 The patient for example could have been
 It is important to maintain one's own
the subject of witchcraft or sorcery and
character and value system for her to serve
needed a special ritual to drive the evil
as an effective role model in stimulating the
spirits away which the 'albularyo' should
growth of his or her students' character, by
perform.
improving their clinical skills and helping
 With the coming of the religious orders, the
them recognize the value of the role of
more informed way of treating the sick had
nurses in society.
been institutionalized with the awarding of
 The teacher's adaptability comes into play
degrees in nursing and medicine.
when understanding differences in the
 The religious sisters continued to be nurses
behavior of her students.
until lay individuals were able to secure
 The teacher must have the ability to adjust
nursing degrees in the 1800s.
her teaching to individual differences in
 In the longest time, teaching in health
order to convey effectively her knowledge
education adapted the norm of transmitting
and skills to the most number of students,
knowledge for the sake of teaching the
demonstrate what is expected of them and
students.
what they are to expect in terms of student
 There was neither an effort to understand
and patient behavior, help them integrate
the learning process nor the learner.
their classroom teaching into practical,
However, teaching was more than it is
clinical setting and finally, evaluate their
known today.
performance effectively through their
 Good teaching is more than mere
student and patient behavior.
intellectual challenge. It is a very thorough
 Principles and practices of teaching enable
teachers to adapt various methods and
 techniques of teaching and adjust to 1. Physical Health - learning experiences that
students' level of understanding, helps promote the ability of the body to function
background knowledge and experience, and accordingly.
the objectives and content of learning. 2. Emotional Health - the ability of an individual
to cope with stress and strain as one faces the
HEALTH EDUCATION realities and challenges of life.
3. Mental Health - the ability of an individual to
 HEALTH EDUCATION refers to the act of make correct judgments or sound decisions to
providing information and learning cope with situations or conditions affecting her
experiences for purposes of behavior daily activities.
change and improved for health of the 4. Social Health - the ability of an individual to
client. The acquisition of knowledge through relate well with others regardless of status or
exchange of information from the teacher position.
and the learner facilitates better 5. Spiritual Health - recognizes the supernatural
understanding of the need for change. aspect of divine healing and the individuals'
communion with his/her creator.
 Health education is the totality of
experiences which favorably influence  Green and Ottoson (2012) posited that
habits, attitudes and knowledge relating to health education is based on the
individual, community and racial health assumption that "beneficial health in both
(Health Education: 2006). children and adults results from the
combination of planned, consistent,
 The process, based on scientific principles, integrated learning opportunities.“
facilitates learning and behavioral change in
both health personnel and consumers,  This assumption rests on direct evidence
including children and youth.“ from the evaluation of health education
programs in schools, worksites, medical
 The nurse, as health educator, provide setting, and the mass media.
clients with basic information geared to the
promotion and maintenance of health, the
prevention of illness and the development of "The challenge for the educator is to find the most
self-reliant behaviors. productive ways of influencing voluntary individual
and community behavior without violating individual
Health education is any combination of learning freedom.“ -Green and Ottoson
experiences designed to help individuals and
communities improve their health, by increasing THE PROCESS OF HEALTH EDUCATION
their knowledge or influencing their attitudes. -
WHO, (1995) It has certain key aspects:

Health education is "process with Intellectual, 1. It is a planned opportunity

psychological, and social dimensions relating to 2. It occurs in a specific setting
activities that increase the abilities of people tom 3. It is a program of series of events
make informed decisions affecting their personal, 4. It is based on what was previously learned
family, and community wellbeing --Joint Committee 5. It comprehensively emphasize various aspect
for Health Education, (2005) of health
6. It includes interactions
THE PROCESS OF HEALTH EDUCATION
Effective health instruction hinges on two
It provides the tools for developing: interrelated issues: "what to teach and how to teach
it.“ -Heidgerken
Health educators plan and conduct health policies, along with government regulations,
teachings for the following purposes, which is for influence the health promotion and disease
clients to: prevention of the individual, family and
community.
1. Be aware of the values of health;
2. Develop the skills in the promotion and 2. Use to modify or continue health behavior’s
maintenance of health; as necessary
3. Acquire and apply concepts and information  Health education determines the role of an
received; individual to be self-reliant and assume self-
4. Develop and discuss opinions regarding health; responsibility for improvement of health and
and personal health assessment.
5. Formulate accurate and effective decision-  It also determines strategies for health
making. maintenance and risk reduction, identifies
short and long-term consequences of
THE PURPOSE OF HEALTH EDUCATION
various behaviors, and demonstrates
Health education aims at more than merely the strategies for improving and maintaining
dissemination of information regarding good health personal, family and community health.
practices and disease treatment. It serves several  Health education provides information on
vital purposes in society, such as the following injury prevention and management
(Creasia and Parker: 2007): strategies for potential health problems to
maintain personal, family, and community
1. A means of propagating health promotion health. Health education continues to
and disease demonstrate ways of avoiding and reducing
 Health education describes the health threatening situations (Quinn: 2014).
interrelationship of the learner's mental,
emotional, social, and physical health. It 3. Provide health information services
serves to analyze how environment and  Health education provides health
personal health interrelate in ways that information, products and services in the
enhances health, thereby reducing client maintenance of good health. It also
risks. demonstrates the ability to evaluate
 Health education is also concerned with resources from home, the school and the
how lifestyle, family history and other risk community that provide health information.
factors relate to the cause or prevention of Health education, also, demonstrates the
diseases and other health problems. This roles and responsibilities of school and
seeks support of family and peers to community health services to self and
influence the personal health of an others. It is also used to assess the cost
individual. Furthermore, the nurse explains and availability of health care services and
the relationship between positive health analyze situations requiring professional
behavior and the prevention of injury, health care.
illness, disease, and premature death  “Patients look for something more in every
(Breckon: 1994). nurse... Beyond technical skill,
 Health education analyzes how prevention conscientious performance and pleasing
and control of health problems are appearance is that intangible something that
influenced by education, research, and makes the truly successful nurse." –
advances in technology in all health-care Dorothy Densing
areas. It explains the impact of personal
health behaviors on the functioning of body 4. Emphasizes good health habits and
systems. It is also concerned with the practices as an integral aspect of culture,
analysis of how public health and social media, and technology.
  Health education evaluates the influence of information about the human body and how to
culture on the health behaviors and care take care of it.
services which people get from healthcare 2. Health Resources - Health services which direct
providers. It evaluates the effect of media, the individual regarding the "sensible" use of
technology and other factors on personal, healthcare resources.
family, and community health. 3. Society and Environment - An environment in
 Health Education analyzes information which health choices are made. This is
necessary in reaching out to people in the concerned with national, regional, and local
community to facilitate understanding and education policies, which are often pursued and
compliance with what is being taught implemented without considering health
geared towards self-reliant behavior. consequences.

5. A means to communicative vital information DIMENSION OF THE HEALTH EDUCATION

to the public PROCESS
 Health education helps the family, peers,
 Health education is a complex process that
and others to communicate their needs,
requires eclectic knowledge, skills, and
wants and feelings effectively to enable
values on the part of the educator.
them to resolve health conflicts and
 This needs a conceptual framework which
problems. This is done to communicate
envisions the totality of the learning process
care, consideration and respect for
and all its dimensions.
themselves and others. It also helps
analyze possible causes of conflict and in  It begins with the formulation of objectives
the formulation of strategies for solving and the anticipated outcome for each
interpersonal conflicts without harming particular subject area which prepares the
oneself or others. teacher and the learner to assume their
roles and responsibilities during the
6. It is also a form of advocacy process.
 Health education evaluates the  Heidgerken (1971) described the four (4)
effectiveness of various methods of dimensions of the educative process,
teaching to express health information and namely:
ideas correctly. It conveys valid information o substantive or curricular dimension
and cites opinions about health-related o procedural or methodological
issues (Bastable: 2004). dimension
o environmental or social dimension
 Health education is a means to work
o human relations or interactional
cooperatively with people in advocating
dimension
health to individuals, families, schools, and
communities. It is the ability of the nurse to
1. Substantive or Curricular Dimension
convey health messages and use effective
communication techniques to a particular  Substantive or curricular dimension refers to
group of people, influences these clients in the subject matter specific to nursing
making positive health choices, and make education and is best embodied by the
use of strategies to overcome barriers when phrase with "what is taught and what is
discussing about information, ideas, learned".
feelings, and opinions on health issues.  Subject matter is usually listed in the course
curriculum which includes all basic elements
TYPES OF HEALTH EDUCATION and learning activities for a particular
planned purpose and directed by a faculty
1. Biological - Information about human biology member for a specific group of students.
and hygiene. The nurse provides health
  Substantive or curricular dimension also  Physical factors refer to the actual setting
refers to providing opportunities for nursing where learning takes place, including the
students to acquire essential knowledge, following:
skills and attitudes that will prepare them for o The classroom, equipped with audio-
professional duties and responsibilities in visual materials;
actual nursing practice. o Laboratory settings, such as skills
laboratory, RLE laboratory
2. Procedural or Methodological Dimension commensurate with the number of
 Procedural or methodological dimension students and consistent with the
consists of strategies or methods of standards of nursing education;
teaching which motivate students to learn. o Home-based and modern or
 These are learner activities in teaching traditional hospital set-ups; and
concepts ranging from those planned by the o Community health agencies.
teacher to those self-initiated by the
students in their quest for knowledge. NOTE: The crucial aspect of the environmental
 Some of the more common challenges dimension of learning is the human or social factor,
encountered by teachers in dealing with because relationship between teacher and
students in the course of the learning learner(s) determines the quality of the learning
process are as follows: climate that prevails.
o Choice of the most appropriate
When the teacher and learner(s) congregate, each
methods in helping the students
brings a definite personality pattern such as aims,
learn;
values and social habits among others, all of which
o Identification of the method most
have to fuse together in order for effective learning
likely to lead and direct learners in
to take place.
their own learning; and
o Initiation of ways that continue the 4. Human Relations Dimension
lifelong process of learning.  The human relations dimension takes into
account the relationship of the nurse
NOTE: When the learner shows resistance or
educator with individuals involved in nursing
difficulty in adapting to the learning process, it is
care practice, which influence the
important to understand her goals and motivation
effectiveness of the teaching and learning
toward achieving these goals, her ability to effect
process. It includes the following:
change, and her previous knowledge and
a) Learners are the recipient of knowledge.
experiences. This helps determine the kind of
b) Teacher as the source of knowledge
learning activities an individual needs that will be
c) Administrators are the resource allocator
most effective in overcoming the difficulty of
d) Group of learners, who use the holistic
imparting the knowledge needed or desired by the
knowledge in a discipline.
learner.
e) Patient, as end-users of nurses' teaching
3. Environmental or Social Dimension and learning experiences.
 Environmental or social dimension refers to f) Nursing Service Personnel knowledge of
physical and social factors in the teaching- and training support for students.
learning situation. It also refers to extrinsic g) Allied health personnel and their group
factors that capture the interest of the interaction.
learner. In turn, it makes students adapt to
THE ASPECTS OF HEALTH EDUCATION
varying changes in order to see the
difference between what is ideal from what 1. Behavioral Science
is real.  The behavioral sciences which incorporate
psychology, sociology and cultural
 anthropology, are concerned with how 2. Promotes health, safety, and security of the
people behave and why they behave in a people - Promotes personal hygiene,
particular way (Feldman: 2006). They define environmental sanitation, and maintenance of a
the primary determinants of behavior as hazard-free environment for one to avoid
follows: illnesses, accidents and reduce mortality rate.
a) Psychological predispositions: 3. Develop and improve community resources
such as attitudes, knowledge, - Help individuals gain knowledge, and
beliefs, skills, and experiences; understanding of the different community health
b) Environmental reinforcement: agencies who can provide health care services.
family, friends, authority figures, and Likewise develop habits, attitudes, and ideals
associates; and that will help them live as healthy individuals
c) Socio-cultural context: sustained and members of the community and share the
societal norms such as attitudes and task of community building and health care.
behavior. 4. Increase productivity and strength character
 Behavior change is a desired outcome of - Help develop productive individuals who can
health education; hence primary behavioral adjust successfully and live happily with social
determinants are crucial to the practice of a groups to which they belong. Health education
nurse as health educator and clients as further enhances coping patterns that minimize
recipients of health care. the effects of stress on individuals and family.
5. Disease prevention - Promotes individual and
2. Public Health public health awareness on prevention of
 Health promotion is a common function in disease using various health care strategies
public health agencies. Health education and for the state to be the home of healthy and
relies on public health and health statistics productive citizens,
for epidemiologic information. Determinants 6. Minimize cost - Health education enables the
of health problems include the environment, government to attain health objectives at least
medical care, personal lifestyle which are cost. Knowledge and awareness of the people
often discovered in the public health realm. regarding health promotion and disease
 Other issues, such as population dynamics, prevention minimize health care cost.
epidemiology, and biomedical science are 7. Self-reliant behavior - Health education
deeply rooted in public health. provides information and services necessary in
fostering independent behaviors or self-care
3. Education attitude conducive to health.
 Education refers to the study and practice of
THE CHANGE PROCESS
teaching and learning which plays a vital
role in the development of health education.
“Nothing is permanent but change.” – Heraclitus
Learning theory, educational psychology,
(500 BC)
human development, pedagogy, andragogy,
curriculum development, measurement, and  Change is inevitable in all aspects of human
testing are all rooted in the education life, hence there is continuing need to
literature. reevaluate and improve the educational
process in order to meet the evolving needs
THE IMPORTANCE OF HEALTH EDUCATION
of learners.
1. Enhance knowledge awareness - Provides  School administrators and educators need
guidance and instruction to all that will help to familiarize with current trends, issues,
individuals or group of individuals maintain a and practices related to both nursing and
high level of wellness. teaching practice.
  This way, teachers may be able to provide weaknesses so as to provide remedial
effective ways that will equip learners with measures and allow the gradual process of
vital knowledge and skills in facing the change to occur with less problems or difficulty
challenges of life. on the part of the teacher and the learners.
 The following guidelines may help affect
change in learners: MANAGE CHANGE
1. Perceive the need for change
Considering how far-reaching the effects of change
 Teachers and students must be able to
can be, it is important to identify a particular
assess their own need for change. Progress
management strategy for change (Jones: 2007).
requires modification, improvement or
replacement of obsolete knowledge through 1. Thinking-practice strategy - This is a strategy
re-education and training. which assumes that learners are rational beings
 Change is a necessary ingredient to modify with mental faculties and behave according to
or improve teaching and learning to attain their personal beliefs, interests and motivation.
progress. This can be done through 2. Interest and Commitment strategy - This is a
identification and discussions with a specific strategy which assumes that learners are
group of people and areas that need rational beings with mental faculties and
change. behave according to their personal beliefs,
 Innovation interests and motivation.
 Teachers Students
 Quality of education "Learners are eager to change if it is explained to
 Environment them how they canbenefit from the change
 Societal culture process." -De Young
2. Initiate Group Interaction - The teacher must
initiate and motivate students to think critically Example: In a re-educative milieu the teacher
of nursing situations which will help them build strives to foster development of students through
a framework for problem-solving processes, counseling, training, small groups and experiential
which calls for the following responses: learning, and encourage individuals to participate in
a) Identify external and internal forces for his or her own re-education process.
change;
b) State the problem; 3. Power and Self-discipline Strategy - This is a
c) Identify constraints; strategy which makes learners comply with
d) List change strategies or possible instructions given by the teacher as an
approaches to problem-solving; authoritative figure in order to bring about
e) Select the best change strategy; change. It is more traditional in style as it often
f) Formulate the plan for implementation; demotivates students and could make teaching
and and learning processes offensive (Bradshaw
g) Develop or select tools for evaluating and Lowenstein: 2007).
change.
FACTORS AFFECTING CHANGE
3. Implement the change one step at a time -
Change must be done gradually, one at a time
Change is part of learning desired by both the
in order to have an orderly and systematic
teacher and the learner. However, constraints and
process of change and to safeguard
difficulties are often encountered as the learner
undesirable adverse effects of change. Abrupt
undergoes the process of change.
change can create further resistance or fear of
change.  Culture - Culture determines the beliefs and
4. Evaluate the overall results of the change values important to the learner that may
process and make further adjustments - delineate her potential development for change.
Change helps students identify strengths and Some cultures compete with change, other
 welcome change while some resist change. various diseases and disorders in the absence
Thus, the socio-cultural background and the of western medical intervention or medical
learners' personal characteristics influence the equipment.
process of change. 3. Supernatural Healing or the Use of Faith
 Demographic - This pertains to the learner’s Healers - Supernatural healing is a holistic and
age, gender, heredity and environment which uniform approach to healing, which
may determine innate qualities and potentials incorporates belief in the concurrent physical,
as well as tendencies and level of response of emotional, and spiritual state of the patient.
the learners to a learning stimulus.
 Socio-economic conditions and "Healing which is the foremost function of
environmental circumstances - This may therapeutic touch, could be called a humanization
involve the learners' adaptability, flexibility, and of energy in the interest of helping or healing others
capabilities in creating change that may or oneself." -Dolores Krieger
influence the quality and quantity of response to
 Faith healing uses techniques which include
the change process. The learners' position in
blessing of the body with holy water,
the community, social interactions and
prayers and devotions, laying hands on the
economic status greatly affects much of the
patient's body, and anointing with oil,
learners' response to change.
flagellation, or isolation.
 State of wellness and development - The
 In the laying of hands, it appears as if the
learners' state of well-being and development
healer is transferring the healing energy
relates to his physical, emotional, intellectual
from his or her hands to the patient's
and spiritual health. This affects the instinctive
afflicted body part. Typically, the patient
qualities of the learners' response to a stimuli
attests to the energy that seems to enter the
and capability of coping with stress related
body and provides instant well-being.
situations.
4. Regulated Drugs or Medicines - These are
CHANGE AND ITS EFFECT ON THE FILIPINO research-based drugs commonly referred to as
HEALTH VALUE SYSTEM regulated "prescription drugs". They require
prescription from doctors due to expected
 Based on a list of change barriers, the adverse effects. These are mostly produced
Philippines is a classic example of how and manufactured by pharmaceutical
large scale change can influence the state companies.
of the health care system. Following are 5. Over-the-Counter Drugs - These are non-
some medical health remedies used by prescription drugs or medicine mostly produced
Filipinos: and manufactured by multinational
1. Home Remedies - One remedy is the use of pharmaceutical companies. They can be
oils or ointments, often Chinese in origin, which bought by a patient from the counter without
serve as "cure-alls" for relaxing, heating, and prescription from the physician. Examples of
comforting the muscles or providing relief for these are analgesics or antipyretics,
dizziness, colds, headaches, and sore throats, paracetamol, ibuprofen, antacids, and laxatives,
among others. These include simple touch, among others.
adequate rest, light massage or effleurage, salt
gargle, increased water intake, and ventilated
rooms, among others.
2. Traditional Healing Techniques - The use of
herbal medicinal leaves such as "lagundi",
"banaba", "pito-pito" and other sources like the
bark of trees and stem of plants which provide
relief. These can be used in the treatment of
 CHAPTER 2 3. Learning
 Learning is the acquisition of knowledge of
Concepts of Teaching and Learning
all kinds such as abilities, habits, attitudes,
"A teacher who does not have a sound philosophy values and skills (Calderon: 1998) primarily
in life is not capable of formulating a sound concept to create change in an individual.
of education." - Loretta Heidgerken  It is a gradual, continuous process
throughout life.
DEFINITION OF TERMS
4. Patient Teaching
The following terms are defined for clearer  Patient Teaching is a basic function of
understanding of meanings and use. nursing, the concept of patient teaching is
perceived as a legal and moral requirement
1. Education of licensed nursing personnel and defined
 Education is an interactive process of as a system of activities intended to
imparting knowledge through sharing, produce learning and change in client health
explaining, clarifying and synthesizing the behavior (Nursing Fundamentals: 2012).
substantive content of the learning process
in order to arrive at a positive judgment and 5. Teaching
well-developed wisdom and behavior  Teaching is the process of providing
(Kozier: 2004). learning materials, activities, situations, and
 Education must provide adequate learning experiences that enable the clients or
opportunities which allow an individual to learners to acquire knowledge, attitudes,
demonstrate lifelong values which enable values and skills in order to facilitate self-
her to contribute fully to the development of reliant behavior.
a peaceful and just society.

2. Health
 Health is a sense of being physically fit, THE EDUCATION PROCESS
mentally stable and socially comfortable. It
encompasses more than the state of being  The education process is a systematic,
free of disease (Kozier: 2004). sequential, logical, scientifically based,
 According to WHO, health is a "state of planned course of action consisting of
complete physical, mental and social well- teaching and learning (Bastable: 2007).
being and not merely the absence of  It is a cycle that involves a teacher and a
disease or infirmity." This encompasses the learner. A teaching-learning process occurs
ability of an individual to perform tasks before the lesson begins and continues
expected even if some manifestations of after the last lesson ends.
illness are felt.
This includes the following:
 Health for Hildegard Peplau is the process
by which an individual strives for a stable Assessment
equilibrium and a forward movement of the
personality. It is the ability of an individual to  It is a process which provides the nurse
adapt to constant change which will make educator with information regarding the
life easier and faster. learners' knowledge and skills needed to
 For Faye Abdellah, health means a state efficiently and effectively transfer knowledge
when an individual has no unmet needs and and skills to the learners.
no anticipated or actual impairment of the  It also refers to the gathering of data about
body. the learner or group of learners'
demographic profile, skills and abilities
 needed in identifying the most appropriate maximize health by managing risk factors
teaching strategy. and encouraging healthy behavior

Planning PURPOSES OF THE NURSING PROCESS

 It is a carefully organized written 1. Provides a tool to enable the nurse to

presentation of what the learner needs to render quality-nursing care to clients.
learn and how the nurse educator is going 2. Helps identify the client's health care needs,
to initiate the teaching process. and determine priorities of care and
 It includes culturally-relevant skills for the expected outcomes.
learner, the goals of learning, type of 3. Establishes nursing intervention to meet
teaching-learning setting such as: client-centered goals.
classroom, laboratory, clinical, or ward 4. Provides nursing interventions to meet the
setting. needs of clients.
 It indicates teaching timeline and specific 5. Evaluates the effectiveness of nursing care
sets of learner activities. in achieving client goals.
6. Achieves scientifically-based, holistic, and
Implementation and Application of the Teaching individualized care.
Plan 7. Takes the opportunity of working
collaboratively with clients, and other
 The point where the theoretical and members of the health care team.
practical aspects of the teaching-learning 8. Achieves continuity of care to the clients.
process meet as the teacher applies the
plan. NATURE OF THE NURSING PROCESS
 This includes procedures or techniques and
strategies that the teacher will use to best 1. The nursing process is dynamic and cyclic.
implement the plan. Each step may be reviewed and revised
according to changing client responses to
Evaluation nursing interventions, which may require
revisions in the plan of care.
 The measurement of the teaching-learning 2. It is planned and goal-directed. The plan of
performance of both the teacher and the care and nursing intervention is organized
learner. carefully one to meet the client's goals of
 It is constructive and objective with the care.
purpose of creating effective change in the 3. It is an intellectual process. Nurses use
behavior of both the teacher and the learner knowledge in problem solving, decision-
in terms of input, process and output. making and critical thinking to assess their
client's problems, plan their care, implement
THE NURSING PROCESS plans, and evaluate the effectiveness of the
care given.
 The nursing process is an orderly,
systematic manner of determining the CHARACTERISTICS OF THE NURSING
client's problems, making plans to solve the PROCESS
problems, initiating the plan or assigning
others to implement the plan, and 1. Systematic - The nursing process has an
evaluating the extent to which the plan has ordered sequence of precise and accurate
effectively resolved the problems identified activities. Preceding activities influence
(Kozier:2004). activities following them.
 It helps determine the clients' health needs. 2. Dynamic - The nursing process provides
It emphasizes the need to manage and active interaction and integration among
 activities. Current activity is necessary to 2. Planning - Planning is the formulation of
influence future activities. the nursing care plan on which the nurse
3. Interpersonal - The nursing process works with the client to set goals and
ensures that nurses are client-centered objectives and predict outcomes. Planning
rather than task-centered. The nursing identifies nursing actions for preventing,
process encourages nurses to work and correcting or relieving health problems and
help clients use their strength to meet their developing specific interventions as stated
own needs. in the nursing care plan.
4. Goal-directed - The nursing process is a  Planning is done in order to:
means for nurses and clients to work a. Detect, prevent and manage
together in order to identify specific goals health problems.
related to wellness promotion, disease and b. Promote well-being and
illness prevention, health restoration and anticipate potential problems.
coping with altered functioning. c. Allocate and utilize possible
5. Universally Applicable - The nursing resources to achieve desired
process allows nurses to practice nursing outcomes.
with well or sick people, young or old, 3. Implementation - Implementation is the
regardless of race, creed or religion and in actual performance of the plan. This helps
any practice setting. determine client's progress towards meeting
expected outcomes and goals. Nurses
STEPS IN THE NURSING PROCESS document this plan in appropriate forms
such as "nursing progress notes".
Following are the steps in the nursing process
 They put the plan into action in order to:
(Kozier: 2004);
a. Assess appropriateness of
1. Assessment - Assessment includes intervention.
gathering of data about the system, the b. Perform interventions.
individual, family, or community and c. Make immediate changes.
recording of all needed information. Data d. Chart and monitor progress of
are gathered through interview, physical clients.
examination, research and review of 4. Evaluation - Evaluation involves the
records. collection of pertinent and reliable data
Purposes of Assessment about the process and outcome of care. The
 Predict, detect, prevent, manage or quality of nursing care that is provided is
eliminate health problems. analyzed and results are compared with
 Clarify expected outcomes. expected outcome criteria.
 Develop specific plan. 5. Documentation - Documentation
 Review of Records. Nursing establishes a written record of assessment,
the care provided and the patient's
assessment involves data gathering
about the patient from a variety of response which is an integral part of each
sources. step of the nursing process.
 Initiates the intellectual process in
EDUCATION AND THE NURSING PROCESS
sorting and classifying gathered
DIFFERENTIATED
data, recognizing patterns and
discrepancies, comparing these with The education process is often confused with
norms and identifying client the nursing process because both have the
response to health problems that are same elements such as assessment, planning,
amenable to nursing interventions implementation and evaluation. The two are
(Kozier: 2004). however different in terms of focus.
  Nursing process focuses on planning  Nursing is synonymous to "care" where the
and implementation of care based on nurse responsibility is beyond care for the
the assessment and diagnosis of patient by doing his or her clinical duties
physical and psychosocial needs of a such as giving comfort measures and
client, while the education process administering treatment modalities.
focuses on the planning and  These include cleaning of wounds,
implementation of teaching based on changing patient's clothes, ensuring that
the assessment and prioritization of prescribed medicines are taken on time with
learning needs, readiness to learn and the accurate dosage among others (Creasia
learning styles of the learners. and Parker: 2007).
 Nursing also means teaching the patient
proper self-care, health promotion, illness or
Nursing Education
disease prevention, factors affecting health
Process Process
and illness, and treatment options.
 Relatively, it is important to have a clear
Appraise Assessment Ascertain understanding of the essence of teaching in
physical and learning the practice of nursing.
psychosocial needs,  Teaching plays an essential role in the
needs readiness to
learn and efficient and effective dissemination of
learning style information and in developing practical
clinical skills of students by means of
demonstration, laboratory activities and
Develop care Planning Develop similar hands on exercises.
plan based on teaching plan
mutual goal based on MEMORY AID
setting to meet course
individual requirements 1. Definition of Terms
needs
 Education. An interactive process of imparting
knowledge, through sharing, explaining,
Carry out Implementation Perform act of clarifying and synthesizing the substantive
nursing care teaching based content of the learning process, for the
interventions on instructional learner to arrive at positive judgment and
using standard methods and well-developed wisdom and behavior.
procedures tools
 Health. A condition that permits optimal
functioning of the individual, enabling her to
Determine Evaluation Determine live most and to serve best her personal and
physical and behavior social relationship (Sharman, 1948).
psychosocial changes  Learning. Acquisition of knowledge of all
outcomes kinds, abilities, habits, attitudes, values and
skills (Calderon: 1998) to create change in an
IMPLICATIONS OF THECONCEPTS OF individual.
TEACHING AND LEARNING IN NURSING  Patient teaching. Dynamic interaction
PRACTICE between the nurse as the teacher and the
patient as the learner.
 Planning of patient care is a complex  Teaching. The process of providing learning
process involving several individuals. It is materials, activities, situations, and
designed to achieve specific goals like experiences to enable clients or learners to
health promotion or improvement. acquire knowledge, attitudes, values and
 skills to facilitate self-reliant behavior assessment and prioritization of learner'
(Calderon: 1998). needs, readiness to learn, and learning styles.
 Education Process. A systematic, sequential,
logical, scientifically based, planned course of
action consisting of teaching and learning
(Bastable: 2007). It is a cycle that involves the
teacher and the learners.
 Nursing Process. This emphasizes the need
to manage and maximize health by
preventing risk factors and by encouraging:
healthy behaviors.

2. Steps in the Education Process

 Assessment. Gathering of data about the
learner's demographic profile, skills, and
abilities needed in identifying the most
appropriate teaching strategy for a particular
learner.
 Planning. A carefully organized written
presentation of what the learner needs to
learn and how the nurse educator is going to
provide the teaching.
 Implementation and Application of the
Teaching Plan. The point where theoretical
and practical aspects of the teaching-learning
process meet as the teacher applies the plan
to the learners.
 Evaluation. The measurement of teaching-
learning performance of both teacher and
learners.

3. Steps in the Nursing Process

 Assessment. Data collection information. and
recording of all
 Planning. Setting priorities, goals and
objectives and treatment options.
 Implementation. Putting the plan into action.
 Evaluation. Assessing the patient, if the
desired outcomes have been met.

4. Difference between the Education

Process and Nursing Process
a. The nursing process focuses on planning and
implementation of care based on assessment
and diagnosis of the physical and
psychosocial needs of a patient.
b. The education process focuses on planning
and implementation of teaching based on
 CHAPTER 3 programs and performance of health
education.
Roles and Responsibilities of the 5. Plans and implements health education and
promotion programs such as training
Nurse as Health Educator in
workshops, conferences, and school or
Teaching Patients community projects.
6. Prepares and distributes health education
"Teaching is not a matter of chance, it's a matter of
materials, such as reports, bulletins, online
choice. It is not something you are destined or websites and visual aids like films,
obliged to do but something you have chosen to do. videotapes, photographs and posters.
Blessed are the teachers for they are God's gift to 7. Provides guidance to agencies and
everyone.“ -William Jennings Bryan organizations in the assessment of health
education needs and in the development
A. THE NURSE EDUCATOR IS: and delivery of health education programs.
1. The primary source of knowledge of 8. Disseminates health program information to
learners in nursing; the public by preparing and issuing press
2. The primary catalyst for the learning releases, conducting media campaigns, and
process; and or maintaining program-related websites.
3. A role model for learners; 9. Promotes and maintains cooperative
4. An active facilitator, who demonstrates and working relationship with agencies and
teaches patient care to nursing students in organizations interested in public health
the classroom and clinical settings; Nurse care.
Educators: One thing we need even more 10. Provides and maintains health education
than nurses libraries to provide resources for staff and
5. A source of health care information and community agencies.
care to clients; and 11. Formulates, prepares and coordinates grant
6. Is diligent; keeps abreast of developments applications and grant-related activities to
in his or her field through continuing obtain funding for health education
education, reading of nursing journals and programs and related work.
online materials and active participation in 12. Documents activities, records information
workshops and seminars. such as number of programs completed,
nursing actions implemented, and
B. FUNCTIONS OF A HEALTH EDUCATOR
individuals assisted.
 A health educator is a practitioner 13. Maintains databases, mailing lists,
professionally prepared in the field of health telephone networks, and other information
education, who demonstrates competence to facilitate the function of health education
in both theory and practice and accepts programs.
responsibility in advancing the aims of the
health-education process (De Young: 2003). C. PATIENT TEACHING DEFINED
 Patient teaching, as defined by the
A Health Educator performs the following:
American Academy of Family Physicians, is
1. Collaborates with health specialists and
the process of influencing patient behavior
civic groups in assessing community health
and producing changes in knowledge,
needs and availability of resources and
attitudes and skills necessary in maintaining
services and in developing goals for
or improving health.
meeting health needs of clients.
 Patient Teaching is a holistic process with
2. Formulates operational plans and policies
the goal of changing or affirming patient's
necessary to achieve health education
behavior to benefit health status.
objectives and services.
 Patient teaching refers to only one
3. Conducts and coordinates health needs
component of patient education process
assessment and other public health
which is giving the patient healthcare
surveys.
information.
4. Designs and conducts evaluation and
diagnostic studies to assess the quality
  Patient teaching ends with an evaluation of cope with the anxiety and uncertainty of
patient learning. It is a process that occurs client's illness.
overtime, requiring an ongoing assessment  Nurses also work with the client's significant
of patient's knowledge, attitudes and skills. others to prepare them to assume
 Patient readiness or motivation to change responsibility for care at home after the
behaviors and the obstacles that the patient client is discharged from the hospital.
faces to make a behavioral change are  Education is essential to promote health.
important factors to consider (Falvo:2003). The nurse applies the principles of teaching
and learning to change the behavior of
PURPOSES OF CLIENT TEACHING
clients and their family members.
Nurse Educators teach clients in order to:  Nurses motivate clients and their families to
1. Increase clients' awareness and take charge of and make responsible
knowledge of their health status; decisions about their own health care.
2. Increase client satisfaction;  For teaching to be effective, it must
3. Improve quality of life; incorporate the cultural and family values
4. Ensure continuity of care; and clients' health care beliefs.
5. Decrease patient anxiety;
6. Increase self-reliant behavior; Factors that Influence Client’s Learning
7. Reduce effectively the incidence of
complications of illness; There are several factors that influence learning at
8. Promote adherence to health care any age. They include the following:
treatment plans; 1. Stage of Development.
9. Maximize independence in the
o When teaching clients, teaching must be
performance of activities of daily living;
adapted to the client's developmental level
and
rather than their chronological age.
10. Energize and empower consumers to
o Developmental level determines the ability
become actively involved in the planning of
of the person to learn best, whether by
their care
reading printed materials, using computer-
Patient Teaching based applications, watching videos,
participating in group discussions, play or
 The role of nurses as health educators in other methods.
turn enhance their job satisfaction when o Teenagers have different concerns from
they recognize that their teaching actions older adults. Parents and grandparents who
have the potential of forging therapeutic must assume long term care may often
relationships with patients, allowing for need more information that may not have
greater patient-nurse autonomy, raise their existed during their childhood years.
accountability for practice, and create
change that truly makes a difference in the 2. Cultural values
lives of others. o The nurse's teaching can be most effective
if norms, traditions and cultural beliefs are
The Role of the Nurse in Client Teaching considered and incorporated into their
 Health teaching is an essential role of teaching plan.
today's nurses. Nurses care for their client, o People have difficulty understanding the
prepare them for diagnostic procedures or subject matter of what is being taught if they
surgery. disagree with the topic and their tendency to
 Using knowledge of growth and disregard if they could not reconcile such
development, and from nursing theories, things with their personal realities.
nurses teach individuals and their families at 3. Language used
various levels of understanding. o The ability of the client to understand the
 Clients and their families need information language of teaching determines how much
as well as emotional support so they can they learn.
 o Clients to whom English is not the primary 2. Assess readiness of the client to learn and
language may not understand the use of the relevance of the content must be
informal words or medical terms. considered in order for learning to occur.
o The nurse must make sure that health 3. Assess what the client knows and begin
instructions must be understood and used from what she knows.
by clients in their daily activities. o Use 4. The nurse should consider language
clients' own language or get an interpreter barriers, literacy, ethnic, or cultural and
to help reach out to their understanding. emotional status background, and age.
Otherwise, teaching and learning can be
4. Physical environment
difficult, placing the patient at risk.
o The nurse must consider privacy and 5. Interactive discussions increase leagning.
confidentiality of information when The client should be actively involved in the
discussing sensitive issues such as teaching-fearning process and not act as a
sexuality, drug addiction or domestic passive listener or viewer. A discussion
violence, among others. format in which all can participate stimulates
o Focus group discussions can also facilitate more learning than hearing a straight
interactive process regarding health lecture.
concerns or issues affecting all members of 6. Demonstrate tasks to be done for active
the group, like sharing experiences they can practice. Repetition of skills increases
expect while in the hospital or at home. retention and promotes a feeling of
5. Previous experiences competence.
o Clients who had past experiences similar to 7. Praises and positive feedback motivates
the current health problem may need less learning. This is important when the client is
education since they became familiar with trying to master a task, such as capillary
the health care activities they had been blood glucose test and self-insulin injection
taught earlier. for diabetic clients.
o However, they may have additional 8. Role modeling is an effective method for
concerns which require more health demonstrating behavior. Nurses must be
teachings. aware that their behavior is scrutinized
carefully at all times and that it may be
6. Knowledge and skill of the teacher copied later.
o The teacher must determine the objectives 9. Conflicts and frustrations impede learning,
of the subject matter to be taught. and should be recognized by the nurse and
o Develop a plan to meet the objectives and resolved for learning to progress.
gather all necessary materials. 10. Structured teaching and presentation of
o The nurse must determine the best method simple tasks must be done before complex
to present the materials for the intended tasks in order to enhance learning. For
audience and later summarize all example, the nurse teaches the client how
information given in order for the client to to care for the umbilical cord, which is
develop a holistic idea of the subject matter. simple task, before teaching how to bathe
and shampoo the newborn, which is more
Principles of Client Teaching and Learning difficult for inexperienced parents.
o Education is essential to promote health. 11. A variety of teaching methods is necessary
o The nurse applies the principles of teaching to illustrate concepts and maintain interest
and learning to change the behavior of of clients. Posters, videos, models, online
clients towards making responsible and printed materials can supplement
decisions about their own health care. lectures and discussion.
o Applying the following principles will help 12. Present information in small segments over
nurses become effective teachers. a period of time for better retention and
1. Assess teaching needs of the client, or appreciation. Short hospital stay does not
teaching that is required in a particular support this practice, making follow-up care
situation. particularly important.
D. THERAPEUTIC COMMUNICATION o Body posture, stance and gait can convey
energy, depression or discomfort.
 The nurse has to carry out many roles and o Voice tone, pitch, rate and volume may
one of the most important role required of indicate joy, anger or fear.
the nurse is the skill in therapeutic o Grooming also conveys messages about
communication. the nurses' self image.
 Nursing care becomes personal, humane o Talking to a young child may require that
and sensitive to clients' needs if the nurse the nurse sit or squat to get to the child's
can effectively communicate and reach out level.
to clients.
 In this way, therapeutic communication 5. Active listening requires that the nurse attend
must be purposeful, goal directed and to what is being said as well as to the non-
focused. verbal clues. Behavior that convey the nurse's
interest and sincere desire to listen and
Guidelines for Therapeutic Communication
understand which include the following:
 As the health professional who is close to o Eye contact, signals readiness to
the client, the nurse informs families of interact.
treatments and procedures, making sure o Calm and relaxed posture, with the
that the families understand the process upper portion of the body inclined
and are involved directly in making toward the client.
decisions and activities related to their care. o Encouraging nonverbal cues such as
 The nurse should be sensitive to the clients' nodding, smiling and leaning closer.
values, beliefs and customs. * The following Verbal cues include "Go on, uh huh, Tell
are guidelines to therapeutic me about that," or "Can you give me an
communication: example."
o Touch can be a powerful response
1. A peaceful and calm environment provides when words would break a mood or fail
privacy, reduces distractions and minimizes to convey the depth of feeling
interruptions. experienced between client and nurse.
2. Begin interactions by introducing oneself o Clarifying communication involves a unique
and nurse's role. This will describe the process of the client receiving the message
nurse's purpose and sets the discussion as intended by the nurse. The nurse can
process. For ex. "My name is Crestita Tan, I ask questions if the meaning of the
am here to complete the health instructions statement is not clear. For instance, the
that was started yesterday. nurse might say I'm not sure I understand
3. Therapeutic communication should be you.
focused and directed towards meeting the o Emotions are part of communication, and
needs of clients. For example. Focusing nurses must often reflect feelings that are
Interactions -"How do you feel about the expressed verbally and non-verbally. The
treatment received today?" Redirect nurse might suggest, "You looked forward
conversations - "Thanks for showing me to going home today but disappointed that
the beautiful family pictures, I understand you needed to stay longer for more
you are having a bit of trouble with your diagnostic workup."
kids". o Cultural differences greatly influence
4. Communicate more powerful messages to communication. In some cultures such as
the client through non-verbal behaviors Chinese and Southeast Asian, prolonged
rather than spoken words. eye contact is considered confrontational
o Eye movements and facial expressions can while Middle Eastern or Native Americans
confirm, or contradict what is said. are sometimes uncomfortable with touch or
o Repetitive hand gestures such as tapping are disturbed by unsolicited touching
the fingers or twirling hair may indicate (Kozier 2008). However, Filipinos are very
frustration. comfortable with touch and the feelings of
safety and security are enhanced by touch.
Therapeutic Communication Techniques 2. Nursing diagnoses and client learning
needs;
 Therapeutic communication techniques 3. Interventions provided;
involve responding as well as listening, and 4. Client's response and outcomes of care;
the nurse must learn to use responses that 5. Discharge plan of care; and
facilitate rather than block communication. 6. Ability of the client and family to manage
 Communication techniques focus on both needs after discharge
content of the message and the feelings
that accompanies the message. These REVIEW OF THE COMPONENTS OF
techniques include clarifying, reflecting, DOCUMENTATION SYSTEM ILLUSTRATES
being silent, questioning and directing? HOW DOCUMENTATION OF CLIENT TEACHING
 In addition, the nurse be aware of blocks to CAN BE INTEGRATED INTO THE PATIENT
communication such as conveying lack of RECORD.
interest, conveying sense of haste, closed
posture as in hands closed over chest, THE COMPONENTS ARE AS FOLLOWS:
interruptions, providing false reassurance, 1. Admission Assessment
inappropriate self-disclosure, giving
 The nurse educator:
unsolicited advice and failure to
o Makes a complete patient profile and
acknowledge comments or feelings. (Wong
history
et al 2010)
o Assesses the clients' functional ability
Documentation of Client Teaching formulation of nursing diagnoses.
o Identifies ways of individualizing
 Communication among members of the teaching, such as the client's readiness,
health care team is essential if this is to be language, and physical capability.
coordinated and consistent to the principles o Designs assessment forms to high-risk
of client teaching. patients, in order to pinpoint potential
 Although communication takes place problems that identify specific learning
through word of mouth, another method needs.
used is documentation of patient teaching.
 Such documentation not only communicates 2. Problem List
what is taught to the client but also  The patient's chart has a list of actual and
communicates the client's level of potential health problems identified
understanding and further reinforcement of individually or collaboratively. It also
information may be necessary (Le Fevre- includes medical and nursing diagnoses
2005).  The nurse has to enter the data next to
 Such information prevents redundancy and each problem as it is identified and when
can assist in the evaluative process. the problem is resolved. Standardized care
plans may be generated based on nursing
Characteristics of Documentation in Client diagnoses.
Teaching:
3. Care Plan or Critical Pathway
1. Covers all aspects of patient care;
 An individualized care plan for each patient
2. Critical for communication among team
assessment of medical and nursing
members;
diagnoses, patient goals, interventions and
3. Provides a legal record;
desired outcomes.
4. Supports quality assurance efforts;
5. Promotes continuity of care; and 4. Flow Sheets (Optional)
6. Facilitates reinforcement.  Flow sheets contain observations and lists
of patients name and data in a clear,
Good Documentation reflects the following:
concise, check-off format to encourage fast
1. Initial assessment and reassessment of and immediate documentation. Findings or
pertinent data; patient responses outside of normal limits
must be recorded in the nurses' notes.
  The method of charting assumes that all workshops, conferences school or
abnormal findings or variances are charted, community presentations.
referred to as "charting by exception." If
2. PATIENT TEACHING DEFINED
Now sheets are used to record patient
teaching, data entered should be the  Patient teaching is the process of
documentation of patient's understanding of influencing patient behavior and producing
what was taught rather than the subject changes in knowledge, attitudes and skills
matter being taught. necessary to maintain or improve health.
 Patient teaching is also a holistic process
5. Progress Notes with the goal of changing or affirming patient
 Narrative notes show the patient's progress behavior to improve health status.
perceived by all health care professionals  Patient teaching refers to only one
involved in patient care. Evaluation of the component of patient education process
patient's responses to nursing interventions which is providing detailed information
should be evident. Every problem is regarding health status.
referenced with a number corresponding to
the problem list. 3. PURPOSES OF CLIENT TEACHING IS TO:
 Patient teaching can be effectively a. Increase health awareness;
documented in the progress notes section b. Increase client satisfaction;
of the medical record. Patient teaching is a c. Improve quality of life;
problem solving process hence, d. Ensure continuity of care;
documentation includes a clear statement of e. Decrease patient anxiety;
needs or problems, significant data and the f. Effectively reduce the incidence of illness
plan of care. It is also important to and complications;
document the outcomes of care. g. Further adherence to health care treatment
 Narrative notes also encourage charting in plans;
patient's own words to illustrate outcomes of h. Maximize independence in the performance
patient education and evidence of of activities of daily living; and
individualized care. i. Energize and empower consumers to
become actively involved in planning their
6. Discharge Summary care.
 Summaries or reports written at the time of
4. PRINCIPLES OF CLIENT TEACHING AND
discharge or transfer of the client to another
LEARNING
health care facility serve as needed source
of information for other health care a. Assess teaching needs of the patient or
providers about the patient's needs for teaching that is required in a particular
reinforcement of health teaching and situation;
continued learning. Notes and telephone b. Assess what the patient knows and begin
consultations can be used to communicate from what she knows; and
assessments and ongoing learning needs of c. Consider language barriers, literacy, ethnic
clients to continuing care providers. and cultural background, age and emotional
status of the patient-otherwise, teaching and
MEMORY AID learning can be impaired, placing the patient
at risk.
1. FUNCTIONS OF HEALTH EDUCATOR
1. Collaborates with health specialists and 5. CHARACTERISTICS OF DOCUMENTATION
civic groups in determining community a. Covers all aspects of patient care.
health needs, the availability of services, b. Critical in regard to communication among
and goals for meeting needs. team members
2. Designs and conducts evaluation and c. Provides a legal record.
diagnostic studies to assess the quality and d. Supports quality assurance efforts.
performance of health education programs. e. Promotes continuity of care.
3. Develops and implements health education f. Facilitates reimbursement.
and promotion programs such as training
6. DOCUMENTATION SHOULD REFLECT THE
FOLLOWING:
a. Initial assessment and reassessments of
pertinent data.
b. Nursing diagnoses and patient learning
needs.
c. Interventions provided.
d. Patient's response and outcomes of care.
e. Discharge plan of care.
f. Ability of the patient and family to manage
needs after discharge.

7. COMPONENTS OF THE DOCUMENTATION

SYSTEM
a. Admission Assessment;
b. Problem List;
c. Care Plan or Critical Path Way;
d. Flow Sheets (Optional);
e. Progress Notes; and
f. Discharge Summary
 CHAPTER 4 skills enhancement and keeping one
updated with current trends and issues. The
Hallmarks of Effective Teaching in teacher possesses mastery of the subject
Nursing matter in terms of knowledge, skills and
values in order to teach students efficiently
"The greatest glory of being a teacher is not just and effectively.
simply to be recognized but rather the appreciation
of the heroic acts he has shared to humankind.” - 2. Interpersonal Relationship with Students
Orison Sweet Marden  The teacher's ability to relate well with
students and her personal interest in the
HALLMARKS OF GOOD TEACHING learners. Her sensitivity to their feelings and
problems, respect for their rights, and
 GOOD TEACHING is a basic consideration
fairness will make learning a pleasant
of effective learning. Today's modern experience for both the teacher and
teacher of nursing must possess a system students.
of principles and critical thinking skills to
guide her teaching practices. 3. Personal Characteristics
 Application of teaching principles varies
 The teacher's personal magnetism
according to the teacher's level of motivates students' interest to learn, her
competence as they adjust to different
enthusiasm to teach the subject matter and
levels of maturity, background experience, self-control, and personal discipline of
the objectives and interest of the learners.
complying with the rules and standards of
 Knowledge of nursing alone, and the skill of teaching.
teaching will not necessarily help the nurse  The teacher is patient in dealing with
become a good teacher if she is ignorant of problems and conflict in teaching,
the principles and the processes of nursing possesses flexibility in handling the subject
education. It will not also help the nurse
matter, time schedules and students. She
refine her techniques of teaching if she does has a sense of humor to enliven the
not understand human behavior. discussions and to capture students'
 A good teacher must adjust her teaching interest and a caring attitude that helps
styles to individual differences, help foster healthy relationship with learners.
students integrate learning principles from
the classroom to their related learning 4. Teaching Practices
experiences (RLE) or clinical setting and  The teacher's ability and skill in utilizing
properly evaluate learning outcomes to appropriate methods and techniques in the
determine if her knowledge and skills are classroom and clinical teaching that
well understood by her students. sustains students' interest and desire to
learn.
“Teaching is neither a routine nor a rule of thumb
procedure but genuine intellectual adventure when
5. Evaluation Practices
properly carried out.” – Heidgerken
 The teacher has a clear communication
CHARACTERISTICS THAT TEACHERS OF of expectancies, timely feedback on
NURSING NEED (De Young: 2004) student's progress; correcting of
students' errors tactfully, fairness in
1. Professional Competence grading tests and grades pertinent to the
 Competence refers to the teacher's subject matter.
adherence to personal and professional
standard of excellence and self –
development through continuous education,
QUALITIES OF AN EFFECTIVE NURSE 5. Is tolerant and fair to all her students.
EDUCATOR
6. Shows no partiality and is available to
Personal Qualities- These are innate qualities listen to students' problems.
that the teacher must possess. Her beliefs,
values and traits make her a great teacher such 7. Approachable, kind and patient.
that the nurse educator.
8. Sincere in her efforts of educating the
1. Respects her student's maturity and young and has passion for both nursing and
sense of responsibility. the learners.

9. Has leadership abilities.

 Shows respect for his or her students by
coming to class on time and prepared.
10. The image of an ideal nurse with interest
 Speaks politely and gently. in each student.
 Avoids useless repetitions and
interspersion of irrelevant topics when Professional Qualities
lecturing.
 Gives her students freedom to choose 1. Teaches lessons that stimulate students
their own topic of interest when to think and learn
selecting a term paper within the area of
medical-surgical nursing, maternal and  Presents meaningful and relevant ideas
child nursing, among others. based on readings, researches,
experiences or personal encounter in
2. Psychologically secure in their own nursing situations.
abilities  Is abreast with current trends and issues
in nursing practice.
 Confident with the accuracy of her  Must have a collage of information to
knowledge and skills. serve as sources of knowledge in
 Does not minimize, exaggerate or deny teaching students.
his or her grasp of the subject matter or  Capable of sharing her own relevant
her experiences in the field. experiences in the field of nursing.
 Does not resort to the use of  Personal and professional experience is
identification, rationalization of any other necessary in order for the teacher to
obvious defense mechanism to convey messages or transfer these to
camouflage any weakness. the learners.
 Intellectually and emotionally
3. Has a sense of humor
expressive.
 Speaks clearly and precisely.
 Expresses appropriate emotions with
levity when the same is appropriate to  Speaks the language at the level of
the subject matter discussed. students' understanding.

4. Has a well-balanced personality 2. Gives clear and concise assignments

 Knows when to laugh or be serious.  Assignments are verbally explained for

clarity of instruction and technicalities.
 Has the ability to make her teaching truly
meaningful to the students.  Assignments are written on the whiteboard
for student reference; their aims and
 Is enthusiastic in teaching the subject
objectives, style or format, resources and
matter.
 benefits can give the students in terms of such as medical-surgical nursing or
knowledge, skills and values. maternal and child nursing, among others.
 Specific requirements which the paper has
to meet are spelled out simply but 7. Speaks clearly, audibly and fluently.
completely on the board.
 The teacher has excellent written and oral
 Clearly indicates the specific time frame for
communication skills.
completion and submission.
 Able to speak English fluently and has
3. Encourages student feedback on assigned broad vocabulary knowledge.
lessons and activities done  Use her voice appropriately and moderately
for audible understanding.
 Welcomes students' questions, clarification,
reflection opinions, and input and analyzes 8. Shows professional dressed and poised.
them in the context of the aims and
objectives of prescribed requirements.  Observes proper posture whether standing
or sitting, well groomed and properly
4. Presents a well-organized subject matter for dressed, and wears clean, shiny shoes.
students' easy understanding.  Observes proper hygiene, tidy and
presentable and is comfortable in her
 Content of subject matter must be good and manner of teaching.
clear enough for students to see the
difference in their learning behavior from the 9. Shows broad interests aside from teaching.
past and the present. In this way, students
can rationalize what was learned, using the  Besides mastery of the subject matter, the
inductive or deductive approach. teacher should also be familiar with fine arts
 The nurse educator should prepare prior to and other fields of learning, to elicit his or
class session the necessary materials her ability to connect or relate one subject
needed for students understanding such as matter to another.
diagrams, charts or PowerPoint
10. Evaluates objectively student's
presentations.
performance.
5. Provides her students with relevant clinical
 The teacher has a structured and objective
learning experience.
basis to evaluate student performance
 The teacher must relate concepts with based on prescribed criteria and
practical situations for clearer view of the competencies desired for each experience.
subject matter.
ESSENTIAL TEACHING SKILLS
 Facilitates the students' use of knowledge
acquired in class relative to nursing care of 1. Skills in Planning and Preparing the Lessons
patients in their related learning - A nurse educator must be capable in the choices
experiences. of educational aims and learning outcomes
intended for the lesson and how best to achieve
6. Possesses mastery of the subject matter.
these, such as the following:
 The teacher must have adequate sources of
 The lesson plan has achievable and realistic
information such as journals, books, internet
objectives.
sources necessary to provide an in depth
 Content, methods and structure selected
analysis of concepts or events discussed.
are appropriate for a particular group of
 The teacher has knowledge of past, present
students.
and future trends and issues of nursing
  The lesson is planned, a continuation of the 4. Skills in Creating a Positive Climate in the
past and relates to future lessons. Classroom
 Materials, resources and aids are well-
prepared and double checked before the  Establishes and maintains positive attitude
class begins. and motivation of students regarding the
 All planning decisions take into account the lesson.
learning level of learners and the course  Climate is purposeful, task-oriented,
content. relaxed, and with established sense of
 The lesson is designed to arouse student order.
interest and elicit active class participation  Students are encouraged to learn with
and involvement. emphasis on high positive expectations as
conveyed by the teacher.
2. Skills in Presenting the Lessons - Lesson  Teacher-student relationships are largely
presentation refers to the ability of the teacher based on mutual respect and rapport.
to engage students successfully in the learning  Feedback of the teacher contributes to
experience process or. Successfully 'catch their student self-confidence and self-esteem.
attention'.  Classroom set-up is conducive to teaching
and learning such as adequate space,
 The teacher is confident, relaxed, self- ventilation, teacher and students are audibly
assured, purposeful, and shows interest and visibly connected, with multimedia
in the lesson. facilities and away from public utility
 The teacher's instructions and distractions.
explanations are clear.
 The teacher uses simple words in her 5. Skills in Evaluating Student Performance
lecture for better understanding of the
lesson.  Evaluation covers both formative and
 A variety of learning activities are used summative responses.
to stimulate students' interest.  Student's work and performance should be
 Students are actively involved in the evaluated in a constructive and objective
lesson and are given opportunities to manner and returned to students for review.
organize their own work.  Encourage students' feedback on
assessments.
3. Skills in the Organization and Management of  Keep records of students' progress for
Learning Activities - Management and future reference.
organization of learning activities during the class
should sustain students' attention, interest and 6. Skills in Evaluating Teaching Performance
involvement in the topic of discussion.
 The teacher evaluates his or her own
 Class discussion is smooth and sets a teaching practices for further professional
positive mental process. improvement.
 Student's progress during the lesson is  Various teaching strategies are used for
carefully monitored, different sets of lectures.
 Constructive and helpful feedback is given  Continuously updates lessons.
to students to encourage them to study  Continuously improves her ways of teaching
harder in order to foster personal progress. for better learning outcomes.
Uses time management techniques.  Manages stress efficiently and effectively.
 The pace and flow of the lesson is well-
adjusted and maintained at an appropriate 7. Skills in the Practice of Appropriate Authority
level throughout the lesson.
  Ability to impose discipline in his or her  Example: Present video, slides or
class. PowerPoint depicting a client with needs
 Able to establish her authority and maintain and problems.
classroom order over her students.  Motivating and challenging students to pursue
 Establishes clear rules and expectations in and to sustain learning activities. This should
regard to student behavior. lead them towards acceptance of responsibility
 Monitors student behavior and progress for their own learning. and foster critical thinking
carefully. in analyzing nursing situations.
 Takes appropriate action for misbehaving  Example: Each RLE group presents
students. their own interpretation and analysis of a
 Confrontations are avoided, and skillfully certain film and reconcile with the
defused. teacher's presentation of clients' needs
and problems.
“Teachers are leaders who must be very clear  Teaching involves a series of complex
about their own beliefs before they are able to lead activities:
others. To be an effective leader, educator and  Supplying needed information or telling
influential role model, one must clarify his or her students where these information may
values and goals and be aware of their influences be obtained;
on future teachers or leaders." -Billy Jean Brown  Explaining, clarifying and interpreting;
 Demonstrating and explaining a
ROLES AND FUNCTIONS OF THE TEACHER OR procedure, process or exhibiting
NURSE EDUCATOR materials;
 Serving as a resource person for group
1. INSTRUCTIONAL ROLES - The instructional projects or to individual students;
role of the teacher consists of the following tasks:  Supervising student's performance in
the classroom, the laboratory in their
 Planning and organizing courses. This is
related learning experiences (RLE) and
done through the following:
other settings where students may
o choice of learning outcomes
acquire knowledge, skills and desired
o substantive content
professional values;
o teaching and learning activities for
 and Evaluating all the planned teaching
all types of educational setting
and learning activities and student
o correlating these with other courses
outcomes related to the courses
in the curriculum
assigned.
 Example: Differentiate "needs and
problems" of a client and cite specific 2. FACULTY ROLES - Besides classroom
examples. teaching, a nurse educator also assumes faculty
 Creating and maintaining desirable group roles such as the following:
climate. This is essential in creating a
classroom climate conducive to effective  Chairman, secretary, or member of one or
teaching and learning. more committees.
 Example: For each RLE group, discuss  Counselor of students in academic or non-
and differentiate between client needs academic matters.
and problems.  Researcher, as a principal investigator or
 Adapting teaching and preparation of member of a research team.
instructional materials to varying interests,  Resource person to groups inside or outside
needs and abilities of students. This addresses the institution, other schools and health
the issue of individual differences and levels of agencies.
student understanding.
  Representative to professional nursing
organizations and other agencies.
 As public relations agent, she interprets the
objectives and the policies of her institution
and helps in the recruitment, or support
groups.

3. INDIVIDUAL ROLES - A faculty member

assumes personal roles such that he or she is a
member of a:

 Family;
 Church;
 Community; and
 Country as a citizen.

MEMORY AID

1. Five Major Characteristics of an Effective

Teacher

a) Professional Competence
b) Interpersonal Relationship with Students
c) Personal Characteristics
d) Teaching Practices

2. List of Essential Teaching Skills

a) Skills in Planning and Preparing the

Lessons
b) Skills in Presenting the Lessons
c) Skills in the Organization and Management
of Learning Activities
d) Skills in Creating a Positive Climate in the
Classroom
e) Skills in Evaluating Student Performance
f) Skills in Evaluating Teaching Performance
g) Skills in the Practice of Appropriate
Authority