Health Education

MANUEL P. DE LOS SANTOS, Ph.D.

Professor
 Health Education
• refers to the act of providing information and
learning experiences for purposes of behavior change
and improved for health of the client.
• the acquisition of knowledge through exchange of
information from the teacher and the learner facilitates
better understanding of the need for change.
• it is the totality of experiences which favorably influence
habits, attitudes and knowledge relating to individual,
community and racial health (Health Education, 2006).
 Health Education
• According to the Joint Committee for
Health Education (2005), Health Education
is “a process with intellectual,
psychological, and social dimensions
relating to activities that increase the
abilities of people to make informed
decisions affecting their personal, family
and community wellbeing.
Health Education
• Health education is a process of educating
people about health. Areas within this profession
encompasses environmental health, physical
health, social health, emotional health,
intellectual health, and spiritual health.
• Health education can be defined as the principle
by which individuals and groups of people, learn
to behave in a manner conducive to the
promotion, maintenance, or restoration of health.
Health Education
• Comprising of consciously constructing
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 (WHO).
• Green and Ottoson (2012) posited that health
education is based on the assumption that
“beneficial health in both children and adults'
results from the combination of planned,
consistent, integrated learning opportunities.”
 Health educators are those
who teach other people about
behaviors that promote wellness.
They develop and implement
strategies to improve the health of
individuals and communities. Most
often, they collect data and
discuss health concerns with
members of specific populations or
communities.
 He/She must be ”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
 Role of Health Educator
The role of the Health Educator is
to assist groups and individuals to make
informed decisions affecting them, their
family and community in health and
wellness matters.
The teaching and training are about
behaviors and voluntary behavior
change that prevent disease and
promote wellness.
What education do you need to be a
health educator?

Health educators need at

least bachelor's degree.
Some employers require the
Certified Health Education Specialist
(CHES) credential.
Community health workers need at
least a high school diploma and must
complete a brief period of on-the-job
training.
 Areas of Responsibility
R1. Assessing Individual and Community Needs for Health Education

R2. Plan Health education Strategies, Interventions, and Programs

R3. Implement Health Education Strategies, Interventions, and Programs

R4. Conduct Evaluation and Research Related to Health education

R5. Administer Health education Strategies, Interventions, and Programs

R6. Serve as Health Education Resource Person

R7. Communicate and Advocate for Health and Health Education

 R1. Assessing Individual and Community Needs for
Health Education

• Provides the foundation for program planning

• Determines what health problems might exist in
any given groups
• Includes determination of community resources
available to address the problem
• Community empowerment encourages the
population to take ownership of their health
problems
• Includes careful data collection and
analysis
 R2. Plan Health education Strategies,
Interventions, and Programs
• Actions are based on the needs assessment done
for the community
• Involves the development of goals and objectives
which are specific and measurable
• Interventions are developed that will meet the
goals and objectives
 R3. Implement Health Education
Strategies, Interventions, and Programs
• Implementation is based on a thorough
understanding of the priority population
• Utilize a wide range of educational
methods and techniques
 R4. Conduct Evaluation and Research
Related to Health education

• Depending on the setting, utilize tests,

surveys, observations, tracking
epidemiological data, or other methods of
data collection
• Health educators make use of research to
improve their practices
 R5. Serve as Health Education Resource
Person

• Involves skills to access needed resources,

and establish effective consultative
relationships
 R6. Communicate and Advocate for Health
and Health Education
• Translates scientific language into
understandable information
• Address diverse audience in diverse
settings
• Formulates and support riles,
policies and legislation
• Advocate for the profession of
health education
Health Education Code of Ethics
• The Health Education profession is dedicated to
excellence in the practice of promoting individual,
family, organizational, and community health. The
Code of Ethics provides a framework of shared
values within which health education is practiced.
• The responsibility of each Health Educator is to
aspire to the highest possible standards of conduct
and to encourage the ethical behavior of all those
with whom they work.
 Article 1. Responsibility
to the Public
• A Health Educator’s ultimate responsibility is to
educate people for the purpose of promoting,
maintaining, and improving individual, family,
and community health. When a conflict of issues
arises among individuals, groups, organizations,
agencies, or institutions, health educators must
consider all issues and give priority to those that
promote wellness and quality of living through
principles of self-determination and freedom of
choice for the individual
 Article 2. Responsibility to the
Profession
• Health Educators are responsible for their
professional behavior, for the reputation of
their profession, and for promoting ethical
conduct among their colleagues.
 Article 3. Responsibility to
Employers
• Health Educators recognize the boundaries
of their professional competence and are
accountable for their professional activities
and actions
 Article 4. Responsibility in the
Delivery of Health Education
• Health educators promote integrity in the
delivery of health education. They respect
the rights, dignity, confidentiality, and
worth of all people by adapting strategies
and methods to the needs or diverse
populations and communities.
 Article 5. Responsibility in
Research and Evaluation
• Health Educators contribute to the health
of the population and to the profession
through research and evaluation activities.
When planning and conducting research or
evaluation, health educators do so in
accordance with laws and regulations,
organizational and institutional policies,
and professional standards.
 Article 6. Responsibility in
Professional Preparation
• Those involved in the preparation and
training of Health Educators have an
obligation to accord learners the same
respect and treatment given other groups
by providing quality education that
benefits the profession and the public
Education Process
 Teaching as a Process
• Course delivery will vary from organization to
organization because some programs have group
intakes and group-taught courses, while others have
continuous intake with learners working on
individualized programs. Regardless of the delivery
method used, there are common factors instructors
will need to consider when designing a course from
this curriculum. The curriculum provides the
philosophies, guidelines, and learning objectives an
instructor must follow for any course.
 WHO am I Instructing?
• It has been repeated throughout this curriculum
that the instructor needs to begin where the
learner is, and this can only be done by finding
out about the learner. Each learner comes with
her own wealth of prior knowledge, life
experiences, goals, and intuitive ways of
understanding. Instructors can administer
learning style assessments or multiple
intelligence inventories.
 WHAT am I Teaching?

• The prior learning experiences will be

varied, which may require that some
learners spend more time on basic
understanding, while others may need only
a review. By becoming familiar with the
learning outcomes and specific content
skills, instructors can develop a flexible
plan for individualized or group instruction.
 HOW am I teaching?
• This relates to teaching strategies and methodologies –
the instructors’ way of connecting course content to
learners’ frames of references.
• It is crucial that instructors “wrap” the content in
appropriate illustrations, delivery methods, and learning
activities to generate excitement and motivation in
learners.
• Some questions instructors may want to ask themselves
include, “Do I vary my instructional strategies?”
 WHERE it is used?

• The context in which the subject is taught

is what grounds theory and content.
 WHY am I teaching it?
• Instructors can give two responses to this
question. One has already been addresses with
the contextual applications of the subject – to
function in the world learners need to understand
the subject. The second answer has to do with the
subject’s concepts. Both should be addressed in
the instruction to provide an enriched learning
experience.
 IS my teaching effective?
• Reflection on and evaluation of teaching
effectiveness takes instructors back to the
question “Who am I instructing?” This is a
checkpoint to address learner needs and
curriculum requirements, as well as to receive
feedback.
 The Process of Health
Education
Health education consists of learning
experiences that promote behavior conducive
to good health. It provide the tools for
developing physical, emotional, spiritual and
sound mental health.
1. Physical Health – learning experiences
that helps promote the ability of the body to
function accordingly
 The Process of Health
Education
2. Emotional Health – the ability of an individual to
cope with stress and strain as one faces the realities
and challenges of life.
3. Mental Health – the ability of an individual to
make judgment or sound decision
4. Social Health – the ability of an individual to
relate well with others regardless of status or
position
 The Process of Health
Education
• 5. Spiritual Health – recognizes the
supernatural aspect of divine healing and
individuals’ communion with his/her
creator.
 Key aspects of process of HE
1. It is a planned opportunity of
learning through information about
health guided by specific goals,
objectives, activities and evaluation
criteria.
2. It occurs in a specific setting
3. It is a program of series or events
that introduces concepts at
appropriate learning levels
 Key aspects of process of HE
4. It is based on what was previously
learned in order to determine what is to be
learned in the future
5. It comprehensively emphasizes how the
various aspects of health interrelate and
how health affects the quality of life
6. It includes interaction between the
qualified educator and learner
 Purposes of health teachings
1. Be aware of the values of health
2. Develop the skills in the promotion and
maintenance of health
3. Acquire and apply concepts and information
received
4. Develop and discuss opinions regarding health
5. Formulate accurate and effective decision-
making
 Purposes of HE
• According to Creasia and Parker 2007
1. A means of propagating health promotion and
disease prevention
 HE describes the interrelationship of the learner’s
mental, emotional, social, and physical health. It
serves to analyze how environment and personal
health interrelate in ways that enhances health,
thereby reducing client risks
 Purposes of HE
 HE is also concerned with how lifestyle, family
history and other risk factors relate to the cause
or prevention of diseases and other health
problems
 HE analyzes how prevention and control of
health problems are influenced by education,
research, and advances in technology in all
health-care areas.
 Purposes of HE
2. Used to modify or continue health behaviors
as necessary
HE determines the role of an individual to be self-
reliant and assume self-responsibility for
improvement of health and personal health
assessment
It also determines strategies for health
maintenance and risk reduction, identifies short and
long-term consequences of various behaviors, and
demonstrates strategies for improving and
maintaining personal, family and community
health.
 Purposes of HE
3. Provides Health Information and
Services
HE provides health information, products
and services in the maintenance of good
health.
It demonstrates the ability to evaluate
resources from home, the school and the
community that provide health information.
Demonstrate the roles and responsibilities
of school and community health services to
self and others
 Purposes of HE
4. Emphasizes good health habits and practices
as an integral aspect of culture, media and
technology
HE evaluates the influence of culture on the
health behaviors and care services which people get
form healthcare providers.
It evaluates the effect of media, technology and
other factors on personal, family, and community
health.
 Purposes of HE
5. A means to communicate vital information to
the public
HE helps the family, peers, and others to
communicate their needs, wants and feelings
effectively to enable them to resolve health
conflicts and problems
It helps analyze possible causes of conflict and in
the formulation of strategies for solving
interpersonal conflicts without harming oneself or
others.
 Purposes of HE
6. It is also a form of advocacy
HE evaluates the effectiveness of various
methods of teaching to express health information
and ideas correctly. It conveys valid information
and cites opinions about health-related issues
HE is a means to work cooperatively with people
in advocating health to individuals, families,
schools, and communities.
 Types of HE
1. Biological – information about human biology and
hygiene. The nurse provides health information
about the human body and how to take care of it
2. Health resources – health services which direct the
individual regarding the “sensible” use of health
care resources.
3. Society and environment – an environment in
which health choices are made. Policies are often
pursued and implemented without considering
health consequences.
 Dimensions of the
HE Process
• Heigerken (1971) described the four dimensions of the
educative process
1. Substantive or curricular dimension - refers to the
subject matter specific to nursing education and is best
embodied by the phrase with “what is taught and what is
learned”.
 Subject matter is usually listed in the course curriculum,
which incudes all basic elements and learning activities
for a particular planned purposes and is directed by a
faculty member for a specific group of students.
 Dimensions of the
HE Process
2. Procedural or Methodological Dimension
Consists of strategies or methods of teaching which
motivate students to learn. These are learner activities in
teaching concepts ranging from those planned by the teacher
to those self-initiated by the students in their quest for
knowledge
Common challenges in the course of learning process
a.Choice of the most appropriate methods in helping the
students learn
b.Identification of the method most likely to lea and direct
learners in their own learning
c.Initiation of ways that continue the lifelong process of
learning
 Dimensions of the
HE Process
3. Environmental or social dimension
Refers to physical and social factors in the teaching-
learning situation. It also refers to extrinsic factors that
capture the interest of the learner. Physical factors refers to
the actual setting where learning takes place, including the
following
a.The classroom, equipped with AV material
b.Laboratory setting such as skills lab
c.Home-based and modern or traditional hospital set-up
d.Community health agencies
 Dimensions of the
HE Process

4. Human Relation Dimension

- It is the relationship of the nurse educator with individuals
involved in nursing care practice, which influence the
effectiveness of the teaching and learning process. It includes
the following
a.The learners who are the recipients of knowledge
b.The teacher as the source of knowledge
c.Administrator, who are the resource allocator
d.Group of learners, who use the holistic knowledge in a
discipline
e. Patient, as end-user of nurses’ teaching and
learning experiences
f. Nursing service personnel knowledge of
and training support for students
g. Allied health personnel and their group
interaction
 Aspects of HE
1. Behavioral Sciences
- The behavioral sciences which incorporate
psychology, sociology and cultural anthropology,
are concerned with how people behave and why
they behave in a particular way.
- The primary determinants of behaviors as follows
a. Psychological predispositions; such as attitudes,
knowledge, beliefs, skills, and experiences
 Aspects of HE
b. Environmental reinforcement; family, friends, authority
figures, and associates
c. socio-cultural context; sustained societal norms such as
attitudes and behaviors

2. Public Health
- Health promotion is a common function in public health
agencies. Health education relies on public health and health
statistics for epidemiologic information. Determinants of
health problems include the environment, medical care,
personal lifestyle which are often discovered in the public
health realm
 Aspects of HE
3. Education
- Refers to the study and practice of teaching and
learning which plays a vital role in the development
of health education. Leaning theory, educational
psychology, human development, pedagogy,
andragogy, curriculum development, measurement,
and testing are all rooted in the education literature
Importance of HE
1. Enhance knowledge awareness
- provides guidance and instruction to all that will help
individuals or group of individuals maintain a high level
of wellness
2. Promotes health, safety, and security of the people
- Promotes personal hygiene, environmental sanitation, and
maintenance of a hazard-free environment for one to
avoid illness, accidents and reduce mortality rate
Importance of HE
3. Develop and improve community resources
- Help individuals gain knowledge, and understanding of the
different community health agencies who can provide health
care services. Likewise develop habits, attitudes, and ideals
that will help them live as healthy individuals and members
of the community and share the tasks of community
building and health care.
Importance of HE
4. Increase productivity and strength of character
-Help develop productive individuals who can adjust
successfully and live happily with social groups to which
they belong. HE further enhances coping patterns that
minimize the effects of stress on individuals and family
5. Disease prevention
- Promotes individual and public health awareness on
prevention of disease using various health care strategies
and for the state to be the home of healthy and productive
citizens
Importance of HE
6. Minimize cost
-HE enables the government to attain health objectives at
least cost. Knowledge and awareness of the people
regarding health promotion and disease prevention minimize
health care cost
7. self-reliant behavior
- HE provides information and services necessary in
fostering independent behaviors or self-cafre attitude
conducive to health
 The Change Process
Change is inevitable in all aspects of human life, hence there
is continuing need to reevaluate and improve the educational
process in order to meet the evolving needs of learners. The
following guidelines may help affect change in learners
1.Perceive the need for change
- teachers and students must be able to assess their own
need for change. Progress requires modification,
improvement or replacement or obsolete knowledge through
re-education and training
 The Change Process
2. Initiate group interaction
-The teacher must initiate and motivate students to
think critically of nursing situations which help
them build a framework for problem-solving
processes, which calls for the following responses:
a.Identify external and internal forces for change
b.State the problem
c.Identify constraints
 The Change Process
d. List change strategies or possible approaches to
problem-solving
e. Select the best change strategy
f. Formulate the plan for implementation
g. Develop or select tools for evaluating change
 The Change Process
3. Implement the change one step at a time
-Change must be done gradually, one at a time in order to
have an orderly and systematic process of change and to
safeguard undesirable adverse effects of change. Abrupt
change can create further resistance or fear of change
4. Evaluate the overall results of the change process and
make further adjustment
-change helps students identify strengths and weaknesses so
as to provide remedial measures and allow the gradual
process of change to occur with less problems or difficulty
on the part of the teacher and the learner
Management
Strategy for Change
1. thinking-practice strategy – strategy which assumes that
learners are rational beings with mental faculties and
behave according tot heir personal beliefs, interests and
motivation
2. Interest and commitment strategy – it assumes that
learners always act consistently with their desire to
change and commitment to socio-cultural norms of
behaviors.
3. Power and self discipline strategy – strategy which
makes learners comply with instructions given by the
teacher as an authoritative figure in order to bring about
change
 Factors affecting Change
1. Culture – determines the beliefs and values important to
the learner that may delineate her potential development
for change
2. Demographics – pertains to the learners’ age, gender,
heredity, and environment which may determine innate
qualities and potentials as well as tendencies and level of
response of the learners to a learning stimulus
 Factors affecting
Change
3. Socio-economic conditions and environmental
circumstances – may involve the learner's adaptability,
flexibility, and capabilities in creating change that may
influence the quality and quantity of response to the change
process.
4. State of wellness and development – the learners’ state of
well-being and development relates to his physical,
emotional, intellectual and spiritual health. This affects the
instinctive qualities of the learners’ response to a stimuli and
capability of coping with stress related situations
 Concepts of Teaching and
Learning
• The following terms are defined for clearer
understanding of meanings and use
1. Education – is an interactive process of
imparting knowledge through sharing,
explaining, clarifying and synthesizing the
substantive content of the learning process
in order to arrive at a positive judgement
and well-developed wisdom and behavior
 Concepts of Teaching and
Learning
2. Health – is a sense of being physically fir,
mentally stable and socially comfortable. It
encompasses more than the state of being
free of disease.
- It is a condition that permits optimal
functioning of the individual to live most and
to serve best in her personal and social
relationship
 Concepts of Teaching and
Learning
3. Learning – is the acquisition of knowledge
of all kinds such as abilities, habits, attitudes,
values, and skills, primarily to create change
in an individual
- It is a gradual, continuous process
throughout life
 Concepts of Teaching and
Learning
4. Patient Teaching – is a basic function of
nursing, the concept of patient teaching is
perceived as a legal and moral requirement
of licensed nursing personnel
- A system of activities intended to produce
learning and change in client health behavior
 Concepts of Teaching and
Learning
5. Teaching – is the process of providing
learning materials, activities, situations, and
experiences that enable the clients or learners
to acquire knowledge, attitudes, values, and
skills in order to facilitate self-reliant
behavior.
 Education Process
• Is a systematic, sequential, logical,
scientifically based, planned course of
action consisting of teaching and learning
• It is a cycle that involves a teacher and a
learner
 Education Process
1. Assessment – it is a process which provides the
nurse educator with information regarding the
learners’ knowledge and skills needed to
efficiently and effectively transfer knowledge
and skills to the learners
- Refers to the gathering of data about the learner or
group of learners’ demographic profile, skills
and abilities needed in identifying the most
appropriate teaching strategy
 Education Process
2. Planning – is a carefully organized written
presentation of what the learner needs to learn
and how the nurse educator is going to initiate
the teaching process
-It includes culturally-relevant skills for the
learner
-It indicates teaching timeline and specific
sets of learned activities
 Education Process
3. Implementation and Application of the
Teaching Plan – the point where the
theoretical and practical aspects of the
teaching-learning process meet as the teacher
applies the plan
- This includes procedures or techniques and
strategies that the teacher will use to best
implement the plan
 Education Process
4. Evaluation – the measurement of the
teaching-learning performance of both the
teacher and the learner
- It is constructive and objective with the
purpose of creating effective change in the
behavior of both the teacher and the learner
in terms of input, process and output
 Nursing Process
• Provides the necessary tool to enable the nurse to
render quality nursing care to patients.
• Is a scientific and systematic, problem-solving
approach used to identify, prevent and treat actual
or potential health problems and promote
wellness.
• Is an orderly, systematic manner of determining
the client's problems, making plan or assigning
others to implement the plan, and evaluating the
extent to which the plan has effectively resolved
the problems identified
 Purposes of Nursing Process
1. Provides a tool to enable the nurse to render
quality-nursing care to clients
2. Helps identify the client’s health care
needs, and determine priorities of care and
expected outcome
3. Establishes nursing interventions to meet
the needs client-centered goals
4. Provides nursing interventions to meet the
needs of clients
 Purposes of Nursing Process
5. Evaluates the effectiveness of nursing care
in achieving client goals
6. Achieves scientifically-based, holistic, and
individualized care
7. Takes the opportunity of working
collaboratively with clients and other
members of the health care team
8. Achieves continuity of care to the clients
 Nature of Nursing Process
1. The nursing process is dynamic and
cyclic
2. It is planned and goal-directed
3. It is an intellectual process
 Characteristics of the Nursing
Process
1. Systematic – has an ordered sequence of precise
and accurate activities.
2. Dynamic – provides active interaction and
integration among activities
3. Interpersonal – ensures that nurses are client-
centered rather than task-centered
4. Goal-directed – is a means for nurses and clients
to work together in order to identify specific goals
related to wellness promotion, disease and illness
prevention, health restoration and coping with
altered functioning
 Characteristics of the Nursing
Process
5. Universally Applicable – allows nurses to
practice nursing with well or sick people,
young or old, regardless of race, creed or
religion and in any practice setting
 Steps in the Nursing Process
1. Assessment – includes gathering of data
about the system, the individual, family, or
community and recording of all needed
information. Data are gathered through
interview, physical examination, research
and review of records
 Steps in the Nursing Process
• Purposes of assessment
a. predict, detect, prevent, manage or eliminate
health problems
b. Clarify expected outcomes
c. Develop specific plan
d. Review of records
e. Initiates the intellectual process in sorting and
classifying gathered data, and recognizing
patterns
 Steps in the Nursing Process
2. Planning – is the formulation of the NCP
on which the nurse works with the client to
set goals and objectives and predict
outcomes.
 Steps in the Nursing Process
• Planning is done in order to:
a. detect, prevent and mange health problems
b.Promote well-being and anticipate
potential problems
c. Allocate and utilize possible resources to
achieve desired outcomes
 Steps in the Nursing Process
3. Implementation – is the actual
performance of the plan. This helps
determine client’s progress towards meeting
expected outcomes and goals.
 Steps in the Nursing Process
4. Evaluation – involves the collection of
pertinent and reliable data about the process
And outcome of care.
- The quality of nursing care that is provided
is analyzed and results are compared with
expected outcome criteria
 Steps in the Nursing Process
5. Documentation – establishes a written
record of assessment, the care provided and
the patient’s response which is an integral
part of each step of the nursing process
 Education and the Nursing
Process
• Figure 2. page 40
• Tan, Crestita
 Difference
Nursing Process Education Process
•Focuses on planning •Focuses on planning
and implementation of and implementation of
care based on teaching based on
assessment and assessment and
diagnosis of the physical prioritization of learner
and psychosocial needs of learners’ needs,
of a patient readiness to learn, and
learning styles
Thank You