HEALTH-EDUCATION-FIRST-MIDTERM-SEND-1stpart.pptx

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1. HAYA L. PANGANDAMAN,RN,MPA

2. Health education Delivers learning experience on health topics to provide people with knowledge and skills.

3. HEALTH EDUCATION IN NURSING Play an important role in improving community well being by: Promoting knowledge and healthy practices across all age groups Impower Individual family and Community in improving their health It raises individual awareness and giving the health knowledge needed to decide on a specific health action

4. Historical foundation FOR PT EDUCATION Importance of pt Education Inform Encourage Caution pt

5. Florence nightingale Advocate educational responsibilities of district public health nurses and authored HEALTH TEACHING IN TOWN AND VILLAGES

6. Florence nightingale Founder of MODERN NURSING “ENVIRONMENTAL THEORY”

7. NIGHTIANGALE ADVOCATE’S School teaching Health teaching in the home

8. Purpose of pt education To increase the competence and confidence of client for self management .

9. Primary Goal of pt education To increase the responsibility and independence of client for self care

10. Benefits of client educations Increase consumer satisfaction Improve quality of life Ensure continuity of care Decrease pt anxiety Effectively reduce the complication of illness and incidence of disease Promote adherence in the performance of activities of daily living Energize and empower consumers to become actively involved in the planning of their care

11. Education process Is a systematic, sequential, logical, scientifically based, planned course of action

12. Two major interdependent operation of education process Teaching Learning

13. teaching Is a process where systematic methods are used to transmit knowledge into someone

14. teachin g Is an important aspect of nurse’s professional role whether it be educating pt and their family members, colleague or nursing students

15. learning Act of acquiring knowledge Change of behavior that can be observed measured and that can occurs at many times

16. Two interdependent players Teacher Learner

17. Different between NURSING process and education process NURSING PROCESS ASSESSMENT – appraise physical and psychosocial needs PLANNING – Develop care plan on mutual goal setting to meet individual needs EDUCATION PROCESS ASSESSMENT - Ascertain learning needs, readiness to learn and learning style PLANNING – Develop Teaching Plan based on mutually predetermined behavioral outcomes to meet individual needs

18. IMPLEMENTATION – Carry out nursing care interventions using standard procedure EVALUATION – Determine physical and psychosocial outcome IMPLEMENTATION Perform the act of teaching using specific teaching methods and instructional materials EVALUATION – Determine behavior change (outcome) in knowledge, attitude and skills

19. Patient education Is a process of assisting people to learn health related behavior that they can incorporate to every days life with the goal of optimal health and independence self care.

20. Staff education Is the process of influencing the behavior of nurses by producing change by their knowledge, attitude and skills to help them deliver quality of care to the consumers

21. ASSURE MODEL Is a useful paradigm to originally developed to assist nurses to organized and carry out the education process this model is appropriate to all health professional.

22. Assure model A – Analyze the learner S – State the objective S – Select the instructional method and materials U – Used the instructional method and materials R – Require learner performance E – Evaluate the teaching plan and revise as necessary

23. Quality and safety education in nursing ( qsen ) PATIENT CENTERED CARE –pt is your priority TEAMWORK AND COLLABORATION –collaboration with other health care professionals EVIDENCE BASED PRACTICE – science base QUALITY IMPROVEMENT- measure data and monitor pt outcome INFORMATICS –use information technology example Computer SAFETY –minimized risk of harm

24. Factors interfering with the health professional’s ability to teach Lack of time Lack of motivation Negative influence of environment Absence of third party reimbursement Documentation difficulties Questionable effectiveness of client education Lack of confident and competence Low priority status of Client education

25. FACTORS AFFFECTING ABILITY TO LEARN Lack of time Literacy problem Negative influence of environment Extent of needed behavior change (personal behavior of the learner) Lack of support from health professionals or significant others Denial of learning needs Complexity, fragmentation, and inconvenience of healthcare system Readiness to learn (motivation and adherence) Stress of Illness

26. II. ETHICAL, LEGAL AND ECONOMIC FOUNDATION OF THE EDUCATION PROCESS Ethics – a code of moral standard of conduct for what is good or what is right (Honesty, Respect, Loyalty and Integrity ) ETHICAL BEHAVIOR –Which is right or good norm or standard of behavior accepted by the society Moral Values – are belief system and principle that help us make decision about correct behavior in given situation

27. Difference between moral and ethics ETHICS Deals with right and wrong Social way of acting Norms and Social rules society MORAL Deal with right and wrong Personal way of Acting Personal norms and rules Personal

28. Code of ethics A set of rules and principles designed to encourage ethical conduct among group of professionals

29. Code of ethics Integrity (goodness, rightness or honesty) Teamwork Objectivity(lack of favoritism one sided or another) Confidentiality Growth

30. Integrity Maintain honesty and clear communication in the workplace

31. Teamwork Work together to get the job done

32. objectivity Don’t make decision base on whom you like best

33. Confidentiality Maintain client/pt confidence at all the time

34. Growth Always pursue professional growth all the time

35. Application of ethical principle to pt education AUTONOMY Derived from Greek word auto (self) and nomos (law) refer to the right to self determination

36. VERACITY Truth telling

37. CONFIDENTIALITY Refers to personal information that is entrusted and protected.

38. Nonmaleficence “Do no harm” and refer to the ethics of legal determination involving negligence and malpractice

39. Negligence Commit careless act that harm someone Malpractice Is a negligence or carelessness by a professional person

40. MALPRACTICE Failure to follow standard of care Failure to use equipment in a responsible manner Failure to communicate Failure to document Failure to assess and monitor Failure to act as pt advocate Failure to delegate task properly

41. Beneficence Doing good for the benefits of others JUSTICE Speaks to fairness and equitable distribution of good and services.

42. Student –teacher relationship Teacher Possesses discipline-specific expertise which is the key of student academic success. Student Must be able to trust their teacher and believe that the instruction provided by them will be accurate

43. LEARNING THEORY Is a coherent frame work of integrated constructs and principles that describe , explain or predict how people learn.

44. PSYCHOLOGICAL LEARNING THEORIES How people learn, how people acquired knowledge

45. 5 main learning theories IN PSYCHOLOGY Behaviorist Learning Theory Cognitive Learning theory Social Learning theory Psychodynamic Learning Theory Humanistic Learning Theory

46. Behaviorist Learning Theory is a branch of psychology that focuses on how people learn through their interactions(deal to other people) with the environment. It is based on the idea that all behaviors are acquired through conditioning, which is a process of reinforcement and punishment. According to this theory, learning is a change in observable behavior that results from experience .

47. Cognitive Learning theory

48. Social Learning theory

49. Psychodynamic Learning Theory helps clients understand their emotions and unconscious patterns of behavior

50. Id, (having no control (UNCONSIOUS) over their emotions or actions) they would probably be arrested for many crimes. If someone was entirely controlled by the ego , (someone who always follows the rules and laws) they might be referred to as a " stick in the mud," or someone unable to have any fun in life. The superego seeks to break up these two extremes and draw an equal line between the two; offering balance,

51. Humanistic Learning Theory Humanistic learning theory emphasizes the freedom and autonomy of learners.

52. the humanistic learning theory, teachers and student’s specific roles for success. Teach learning skills. Provide motivation for classroom tasks Provide choices to students in task/subject selection. Create opportunities for group work with peers.

53. The humanistic learning theory was developed by Abraham Maslow, Carl Rogers, and James F. T. Bugental in the early 1900’s. Humanism was a response to the common educational theories at the time, which were behaviorism and psychoanalysis.

54. Neuropsychology and learning Is a scientific study of psychological behavior based on neurological assessment of the brain and CNS

55. Comparison of learning theory focuses on observable behaviors.

56. Motor learning Motor control theories provide a framework to guide the interpretation of how learning or re-learning movement occurs. Motor learning theory emphasizes that skills are acquired using specific strategies and are refined through a great deal of repetition and the transfer of skills to other tasks

57. Stages of motor learning

58. Common principle of learning Principles of learning include readiness, exercise, effect, primacy, recency, intensity and freedom.

59. Readiness implies a degree of willingness and eagerness of an individual to learn something new. Exercise states that those things most often repeated are best remembered. Effect implies that learning is strengthened when accompanied by a pleasant or satisfying feeling. Primacy the things you learn first often create a strong impression which can be very difficult to change. Recency states that things most recently learned are best remembered. Intensity implies that a learner will learn more from the real thing than from a substitute. The principle of freedom states that things freely learned are learned best.

60. DETERMINANTS OF LEARNING

61. EDUCATOR’s ROLE IN Learning 1. Providing mentorship There’s a direct connection between a caring and knowledgeable teacher and a secure and motivated learner. Students need to know that teachers care about how they learn and the things that help or hinder the learning process. 2. Inspiring learners Teachers should be prepared to intervene at any point to help students learn. Instead of thinking of teachers as educators of specific subjects, such as science, language or math, you want them to be creative and nurture a love of learning in their students.

62. 3. Nurturing healthy curiosity in learners The best teachers have mastered the art of nurturing healthy curiosity in their students. You should look for candidates who create participatory lesson plans that encompass a wide range of activities to support different learning styles. The teacher should consider themselves as a facilitator, guide and co-learner in the education process.

63. 4. Creating meaningful learning experiences Students will be more cooperative if they have some say in the form and content of their curriculum. Teachers can guide students to create learning plans to achieve their goals. They can also help students decide how to demonstrate what they’ve learned .

64. 5. Leveraging technology to support learning New technology has changed every aspect of life, and education needs to reflect this to prepare students for the world outside school. The old method of teaching was necessary because information was scarce. Teachers immersed themselves in the material to instruct a large group simultaneously.

65. 6. Mediating and liaising Teachers often have to liaise and mediate among the various stakeholders in the education landscape. For example, students may ask teachers to help them relay critical information to their parents or vice versa.

66. 7. Researching learning strategies Teachers must take time to keep informed about changes that affect learning or education. The world is changing at a fast pace, and no teacher should be complacent about what they know, even in the subjects of their specialization. The overwhelming amount of information on all subjects escalates the pace of research and discovery

67. Assessment of learning Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students' future programs or placements.

68. Assessing learning needs A learning needs assessment is simply a systematic process of asking questions, comparing answers, and making informed decisions about what to do next to improve human or organizational performance

69. Important steps in the assessment of learning needs Identify the learner Choose the right setting Collect data about learner Collect data from the learner Involve the member of the health care team Prioritized needs Determine availability of educational resources Assess the demand of the organization Take time management issues

70. Identify the learner Identifying the learning needs of each student can be done in multiple ways, such as pre-assessments, formative assessments, summative assessments, and student feedback. Pre-assessments can be formal or informal, like quizzes or KWL charts. Formative assessments can be formal or informal, like checklists or self-assessments . Summative assessments can be formal or informal, such as tests or portfolios. Student feedback can be formal or informal, such as interviews or questionnaires.

71. Methods to assess learning needs Informal Conversations Structured interviews Focus Group Questionnaires Tests Observation Documentation Assessing the learning needs of Nursing staff

72. types of Readiness to learn P hysical Readiness E motional Readiness E xperiential Readiness K nowledge Readiness

73. Physical readiness A state of willingness to learn that is dependent on such factors as measures of the physical ability, complexity of task, health status, gender, and environmental effects. measures of ability complexity of task health status gender anxiety level support system

74. Emotional Readiness Also means learning how to fail, understanding your own strengths and weaknesses, and taking care of your own wellbeing. Emotional readiness encompasses a wide range of seemingly contradictory soft skills, including communication, humility, confidence, empathy, and general maturity.

75. Experiential Readiness A state of willingness to learn based on such factors as an individual's past experiences with learning, cultural background, previous coping mechanisms, locus of control, orientation, and level of aspiration. level of aspiration past coping mechanisms cultural background locus of control orientation

76. Knowledge Readiness Refers to learners present knowledge base, the level of learning capability, and the preferable style of learning.

77. Learning styles

78. Vak learning styles Visual Learner are individuals who prefer to take in their information visually—be that with maps, graphs, diagrams, charts, and others. However, they don’t necessarily respond well to photos or videos, rather needing their information using different visual aids such as patterns and shapes

79. Auditory learners are individuals who learn better when they take in information in auditory form when it is heard or spoken. They are prone to sorting their ideas after speaking rather than thinking ideas through before. Since, to them, saying things out loud helps them understand the concept .

80. Kinesthetic learners are individuals who prefer to learn by doing. They enjoy a hands-on experience. They are usually more in touch with reality and more connected to it, which is why they require using tactile experience to understand something better

81. Learning style models and instruments Right – Brain/ Left brain and whole Brain Thinking Field Independent/ Filed Dependent perception Dunn and Dunn Learning style Jung and Myers –Brigg Typology Kolb's Experiential Learning model 4MAT System Garners eight type of Intelligence Vark learning style

82. Right – Brain/ Left brain and whole Brain Thinking

83. Dunn and Dunn Learning style

84. Jung and Myers –Brigg Typology According to Carl G. Jung's theory of psychological types [Jung, 1971], people can be characterized by their preference of general attitude: Extraverted (E) vs. Introverted (I), their preference of one of the two functions of perception: Sensing (S) vs. Intuition (N), and their preference of one of the two functions of judging: Thinking (T) vs. Feeling (F)

85. Kolb's Experiential Learning model

86. Kolb's Experiential Learning model concrete experience, reflective observation, abstract conceptualization and active experimentation form a four-stage process (or cycle) transformed into effective learning. Applying Kolb's learning theory has benefits for students, educators and employers.

87. 4MAT System 4MAT is a model for creating more dynamic and engaging learning. It is a framework for learning that helps educators deliver information in more dynamic and engaging ways. traditional instruction may focus primarily on facts and Information (What?) the 4MAT model encourages a broader array of questions to elicit much higher levels of student understanding and involvement .

88. 4MAT System

89. Garners eight type of Intelligence

90. DEVELOPMENTAL STAGES OF THE LEARNER

91. DEVELOPMENTAL CHARACTERISTICS These characteristics are physical, intellectual, emotional and social. Although these are four separate categories, they do each intertwine with one another, as progress in one characteristic often leads to progress in another characteristic.

92. THE DEVELOPMENTAL STAGES OF CHILDHOOD Infancy (0- 12 mos of Life) Toddler (1-2 years old) Early Childhood (3-5 years old) Middle and late Childhood (6 to 11 years old) Adolescence (12-19 years old)

93. Infancy (0- 12 mos of Life) the state or period of early childhood or babyhood.

94. Toddler When children are between 1-3 years of age, they can stand alone, learn to walk without help, begin to run and climb stairs with short steps. Children can wave bye-bye, hold a pencil or crayon, draw a circle, learn to say several words and even short sentences and even follow simple instructions .

95. Early Childhood (3-5 years old)/ PRESCHOOL Between 3-5 years of age, children’s motor skills become refined. Children can throw and catch a ball, skip and hop, learn to dress themselves and draw proper structures such as a flower. They can speak a complete, long sentence and even 2-3 sentences in a stretch easily. With toilet training, they begin to go to the toilet in the bathroom and use the facility all by themselves by the age of 4 years old.

96. Middle and late Childhood (6 to 11 years old) School-age is the age between 6-17 years old. During this age, children learn to become independent and form their own opinions. Learning, speaking, and writing become well established. Children develop various emotions such as jealousy, love, and many more and can express them through words and gestures. They develop friendships and usually make best friends at this stage. Sexual development around and after puberty makes children interested in dating.

97. Adolescence Adolescence is the exciting yet stressful time when your child transitions into adulthood. Many rapid changes and developments take place during this time, and it’s not always a smooth ride. Through the physical, cognitive and psychological changes, your child will begin to discover who they are and where they belong.

98. 1-3 months 4-6 months 5-9 months 9-12 months 12-18 months Cognitive Shows interest in objects and human faces May get bored with repeated activities Recognizes familiar faces Notices music Responds to signs of love and affection Brings hands up to mouth Passes things from one hand to the other Watches things fall Looks for hidden things Has learned how to use some basic things like spoons Can point to named body parts Social and emotional Tries to look at you or other people Starts to smile at people Responds to facial expressions Enjoys playing with people Responds differently to different voice tones Enjoys mirrors Knows when a stranger is present May be clingy or prefer familiar people May engage in simple pretend games May have tantrums May  cry around strangers Language Begins to coo and make vowel sounds Becomes calm when spoken to Cries differently for different needs Begins to babble or imitate sounds Laughs Responds to hearing their name May add consonant sounds to vowels May communicate with gestures Points Knows what “no” means Imitates sounds and gestures Knows how to say several words Says “no” Waves bye-bye Movement/Physical Turns toward sounds Follows objects with eyes Grasps objects Gradually lifts head for longer periods Sees things and reaches for them Pushes up with arms when on tummy Might be able to roll over Starts  sitting up  without support May bounce when held in standing position Rolls in both directions Pulls up into standing position Crawls Walks holding onto surfaces Stands alone May climb a step or two May drink from a cup