DESIGNING A

HEALTH
EDUCATION PLAN
FOR A SPECIFIC
AGE GROUP
PRESENTED BY: GROUP 2
TOPIC OUTLINE
Today's Discussion
#1 INFANT

#2 TODDLER

#3 PRE-SCHOOL

#4 SCHOOL AGE

#5 ADOLESCENT
#6 ADULT
HEALTH EDUCATION
PLAN
The planned and organized process of investing in
education to achieve improvement in health of a
population. It promotes a healthy lifestyle and
raises awareness about the importance of health.

In order to properly direct the patient's role in his

health management, a nurse must use health
education as a key tool. Patients/clients must learn
how to develop their skills and take responsibility
for their own health; they must understand when,
how, and why they need to change their life style.

INTRODUCTION
 INFANT
AND
TODDLER
 INFANT AND TODDLER

Piaget: sensorimotor stage - Learning is through

sensory experiences and through movement and
manipulation of objects, eventual object
permanence and causality
Erikson: trust vs. mistrust (birth to 120 months),
autonomy vs. shame and doubt (1-3 years) -
Building trust and establishing balance between
feelings of love and hate; learning to control willful
desires
 INFANT AND TODDLER

Noticeable Characteristics
- Cognitive
- Example: responds to step-by-step
commands; language skills develop rapidly during
this stage
- Psychosocial
- Example: aggravated by personal and
external limits; routines provide sense of security
 INFANT AND TODDLER

Teaching Strategies
- Focus on normal development, safety, health
promotion, and disease prevention.
- Use repetition and imitation.
- Stimulate the senses.
- Provide safety.
- Allow for play and manipulation of objects.
 PRE-
SCHOOL
PRE-SCHOOL
Piaget: preoperational period - Egocentric;
thinking is literal and concrete; precausal
thinking
Erikson: initiative vs. guilt - Taking on tasks
for the sake of being involved and on the
move; learning to express feelings through
play
 PRE-SCHOOL
Noticeable Characteristics
- Cognitive
- Example: animistic thinking: limited sense of
time; egocentric/egocentric causation thinking;
transductive reasoning
- Psychosocial
-Example: separation anxiety; play is his/her work;
fears loss of body integrity; active imagination;
interacts with playmates
 PRE-SCHOOL
Teaching Strategies
- Build trust.
- Allow for manipulation of objects. Use positive
reinforcement.
- Encourage questions.
- Provide simple drawings and stories.
- Focus on play therapy.
- Stimulate the senses.
SCHOOL
AGE
SCHOOL AGE
Piaget: concrete operations stage -Developing
logical thought processes and syllogistic
reasoning; understands cause and effect and
conservation
Erikson: industry vs. inferiority - Gaining a sense
of responsibility and reliability; increased
susceptibility to social forces outside the family
unit; gaining awareness of uniqueness of special
talents and qualities
 SCHOOL AGE
Noticeable Characteristics
- Cognitive
- Example: able to draw conclusions and
intellectually can understand cause and effect - -
-Psychosocial
- Example: fears failure and being left out of
groups; fears illness and disability
 SCHOOL AGE
Teaching Strategies
-Encourage independence.
- Use logical explanations and analogies.
- Relate to child's experience.
- Use subject-centered focus.
- Use play therapy.
- Provide group activities.
- Use drawings, models, dolls, painting, digital
media, and computers.
ADOLESCENT
ADOLESCENT
Piaget: formal operations stage -
Abstract thought; propositional
reasoning; adolescent egocentrism
(imaginary audience)
Erikson: identity vs. role confusion -
Struggling to establish own identity;
seeking independence and autonomy
 ADOLESCENT
Noticeable Characteristics
- Cognitive
- Example: propositional thinking; complex logical
reasoning; can build on past experiences; conceptualizes
the invisible
- Psychosocial
- Need for belonging to a group
-Need for personal space
- Example: personal fable-feels invulnerable,
invincible/immune to natural laws
- Example: imaginary audience-intense personal
preoccupation
ADOLESCENT
Teaching Strategies
- Establish trust.
- Identify control focus.
- Use peers for support and influence.
-Negotiate for change-contract.
- Focus on details.
- Make information meaningful to life.
-Ensure confidentiality and privacy.
- Use role play, contracts, reading materials, and
technology.
- Allow for experimentation and flexibility within safe
limits.
ADULT
YOUNG ADULT
Piaget: formal operations stage (begins in
adolescence and carries through
adulthood) - Abstract thought; reasoning
is both inductive and deductive
Erikson: intimacy vs. isolation - Focusing
on relationships and commitment to
others in their personal, occupational, and
social lives
YOUNG ADULT
Noticeable Characteristics
-Cognitive
- Example: cognitive capacity is fully
developed but continuing to accumulate new
knowledge and skills
-Psychosocial
- Example: autonomous; independent; stress
related to the many decisions being made
regarding career, marriage, parenthood, and
higher education
YOUNG ADULT
Teaching Strategies
- Use problem-centered focus.
- Draw on meaningful experiences.
- Focus on immediacy of application.
- Allow for self-direction and setting own
pace.
- Organize material.
- Encourage role play.
OLDER ADULT
• Piaget: formal operations stage - Abstract
thought; reasoning is both inductive and
deductive
• Erikson: ego integrity vs. despair Coping with
reality of aging, mortality, and reconciliation with
past failures Geragogy: the teaching of older
persons, accommodating the normal physical,
cognitive, and psychosocial changes
 OLDER ADULT
Noticeable Characteristics
- Cognitive
-Fluid intelligence-capacity to perceive relationships, to
reason, and to perform abstract thinking, which declines with
aging
- Crystallized intelligence-the intelligence absorbed over a
lifetime, which increases with experience
- Psychosocial
- Example: adjusting to changes in lifestyle and social status
 OLDER ADULT
Teaching Strategies
- Use concrete examples.
-Build on past experiences.
- Focus on one concept at a time.
-Use a slow pace.
- Use repetition and reinforcement.
- Provide brief explanations.
- Use analogies.
-Speak slowly and clearly.
- Use low-pitched tones.
- Minimize distractions.
- Rely on visual aids, and supplement with verbal instructions.
- Use large letters and well-spaced print.
- Provide a safe environment.
- Give time to reminisce.
SUMMARY
Family is one of the most important
variables influencing patient outcomes. The
nurse educator and family should be allies. It
is important to choose the most appropriate
caregiver to receive information.
THANK YOU
FOR
LISTENING