Chapter 1 4.

It is based on what was previously learned in

Overview of Education in Health Care and Change order to determine what is to be learned in the
“Patients look for something more in every nurse… future.
Beyond technical skill, conscientious performance and 5. It comprehensively emphasizes how the various
pleasing appearance is than intangible something that aspects of health interrelate and how health
makes the truly successful nurse.” affects the quality of life.
6. It include interaction between the qualified
-Dorothy educator and learner.
Densing
Health Education PURPOSES OF HEALTH EDUCATION
• The act of providing information and learning 1. A means of propagating health promotion and
experiences for purposes of behavior change for disease prevention
health betterment of the client--facilitates better 2. May be used to modify or continue health
understanding of the need for change. behaviors if necessary
• Health education is the totality of experiences 3. Provides health information and services
which favorably influence habits, attitudes and 4. Emphasizes on good health habits and
knowledge relating to individual, community practices which is integral aspect of culture,
and racial health (Health Education, 2006). media and technology.
• “a process with intellectual, psychological, and 5. A means to communicate vital information to
social dimensions relating activities that increase the public.
the abilities of people to make informed 6. It is also a form of advocacy.
decisions affecting their personal, family and
community wellbeing” (Joint Committee for TYPES OF Health Education
Health Education, 2005) A. Health education and the body and how to
take care of it.
The Process of Health Education B. Health education and services and the
 Physical health. These are activities or learning “sensible” use of health care services.
experiences that helps promote the ability of the C. Health education to create a friendly
body to function effectively. environment.
 Emotional Health. Activities that enable an
individual to cope with stress and strain of daily Dimensions of the health Education Process
life. 1. Substantive or curriculum dimension
 Mental Health. Measures or strategies that 2. Procedural or methodological dimension.
enable an individual to make correct judgment 3. Environmental or social dimension and
 Social Health. Ways in which an individuals 4. Human relations or interactional dimension.
can relate well with others regardless of status or
position. 1. Substantive or Curricular Dimension
 Spiritual Health. Activities that will help an  Refers to subject matter specific to Nursing
individual recognize and accept the supernatural education and is best embodied by the phrase
aspect of divine healing. with “what is taught and what is learned”
 Subject matter is usually listed in the course
curriculum which includes all basic elements
Key Aspects of THE Health Education and learning activities for a particular planned
PROCESS purpose and direct by a faculty member for a
1. It is a planned opportunities of learning through specific group of students.
information about health guided by specific 2. Procedural or Methodological Dimension
goals, objectives, activities and evaluation  consists of strategies or methods of teaching
criteria. which motivate students to learn
2. It occurs as a specific setting.  these are leaner activities in teaching concepts
3. It is a program of series or events that introduces ranging from those planned by the teacher to
concepts at appropriates learning levels. those self-initiated by the students in their quest
for knowledge
 3. Environmental or Social Dimension development, pedagogy, andragogy, curriculum
 refers to physical and social factors in the development, measurement, and testing are all
teaching-learning situation rooted in the education literature.
 refers to extrinsic factors that capture the interest
of the learner IMPORTANCE OF HEALTH education
Physical factors 1. Promotes health, safety, and security of the
A. The classroom, equipped with audio-visual people.
materials. 2. Enhance knowledge awareness.
B. Laboratory setting, such as skills laboratory, 3. Development and improve community
RLE laboratory commensurate with the number resources.
of students of students and consistent with the 4. Increase productivity and strength of character.
standards of nursing education 5. Disease prevention.
C. Home-based and modern or traditional hospital 6. Minimize cost.
set-ups and 7. Self-reliant behavior.
D. Community health agencies. “Nothing is permanent but change. “
4. HUMAN RELATIONS DIMENSION -Heraclitus (500 BC)
The human relations dimension takes into
account the relationships of the nurse with Guidelines to the change process
individuals involved in nursing care practice 1. Perceive the need for change.
which influence the effectiveness of the teaching 2. Initiate group interactions.
and learning process. 3. Implement change one step at a time.
A. The learners who are the recipients of Evaluate results and make adjustments
knowledge
B. The teachers as the source of knowledge MANAGING CHANGE
C. Administrator, who are the resource allocator 1. Empirical-Rational Strategy
D. Group of learners, the holistic use of This is a strategy which assumes that learners are
knowledge in a discipline. rational beings with mental faculties and behave
E. Patient, the end-users of the nurses” teaching according to their personal beliefs, interest and
and learning experiences motivation.
F. Nursing service personnel knowledge of and 2. Normative or Re-educative Strategy
training support for students. This strategy assumes that learners always act
G. Allied health personnel and their group consistently with their commitment to socio-cultural
interaction. norms of behavior and are therefore willing to
change for purposes of acceptance and recognition.
3. Power- coercive Strategy
ASPECTS OF HEALTH EDUCATION Strategy which makes learners comply with
Behavioral Sciences instructions given by the teachers as an authoritative
A. Psychological-predispositions such as figure in order to bring about change.
attitudes knowledge, beliefs, skills and
experiences FACTORS AFFECTING CHANGE
B. Environmental reinforcement; family, 1. Culture
friends, authority, figures, and associates 2. Demographics
C. Socio-cultural context: sustained societal 3. Socioeconomic Conditions and Environmental
norms such as attitudes and behavior. Circumstances
Public Health 4. State of wellness and development
Health education relies on public health and
health statistics for epidemiologic information. FILIPINO REMEDIES :
Education 1. HOME REMEDIES
Education refers to the study and practice of One remedy is the use of oils or ointments, often
teaching and learning which plays a vital role in Chinese in origin, which serve as “cure-alls” for
the development of health education. Learning relaxing, heating, and comforting the muscles or
theory, educational psychology, human
 providing relief for dizziness, colds, headaches, 1. Lack of time to teach
and sore throats among others. 2. Nurses feel not competent or confident with
These include simple touch, light massage or their skills.
effleurage, salt gargle, increased water intake, 3. Personal characteristics of the nurse educator
and ventilated rooms, among others. 4. Low priority on education by administration
Barriers to teaching & obstacles to learning
2. Traditional Healing Techniques
The use of verbal medicinal leaves such as Factors Impacting the Ability to Teach
“lagundi,” “Banaba,” “Pito-pito,” and others 1. Lack of time to teach
sources like the bark of trees and stem of plants 2. Nurses feel not competent or confident with
in the treatment of various diseases and their skills.
disorders in the absence of western medical 3. Personal characteristics of the nurse educator
intervention or medical equipment. 4. Low priority on education by administration
5. The environment is not conducive
3. Supernatural Healing or the Use of Faith 6. The absence of third-party reimbursement to
Healers support patient education.
Supernatural healing is a holistic and uniform 7. Nurses & physicians view on patients
approach to healing, which incorporates belief in 8. The type of documentation system
the concurrent physical, emotional, and spiritual
state of the patient. Factors Impacting the Ability to Learn
Faith healing uses techniques which include 1. Lack of time to learn.
blessing of the body with holy water, prayers 2. The stress of acute & chronic illness, anxiety
and devotions, laying hands on the patients and sensory deficits in patients can diminish
body, and anointing with oil, flagellation, or motivation.
isolation. 3. Low literacy and functional health illiteracy
4. The negative influence of the hospital
4. Regulated Drugs or Medicines environment
These are research-based drugs commonly 5. Personal characteristics of the learner
referred to as regulated “prescription drugs.” 6. 6. The extent of behavioral changes needed
They require prescription from doctors due to 7. 7. Lack of support & lack of positive
expected adverse affects. These are mostly reinforcement
produced and manufactured by pharmaceutical 8. 8. Psychological obstacles
companies. 9. 9. Frustration & abandonment of efforts by
learner brought about by the complexity and
5. Over the Counter Drugs dehumanization of the healthcare system
Non- prescription drugs or medicine mostly
produced and manufactured by multinational Definition of Terms
pharmaceutical companies. They can be bought A. Education- An interaction process of imparting
by the patient from the counter without knowledge, through sharing, explaining,
prescription from the physician. Examples of clarifying and synthesizing the substantive
these are analgesics or antipyretics, paracetamol, content of the learning process, for the learner to
ibuprofen, antacids, and laxatives, among others arrive at positive judgment and well- developed
Role of the nurse as educator wisdom and behavior.
 Must have a solid foundation in the principles of B. Health- A condition that permits optimal
teaching and learning. functioning of the individual, enabling her to
 Promote learning and provide for an live most and to serve best her personal and
environment conducive to learning. social relationship.(sharman,1948)
 Actively involve learners in the education C. C. Learning – Acquisition of knowledge of all
process kinds, abilities, habits, attitudes, values and
Barriers to teaching & obstacles to learning skills (calderon: 1998) to create change in an
individual.
Factors Impacting the Ability to Teach
 D. D. Patient Teaching- Dynamic interaction
between the nurse as the teachers and the patient Difference between the Education Process and
as the leaners. Nursing Process.
E. E. Teaching- The process of providing learning A. The nursing process focuses on planning and
materials, activities, situations, and experiences implementation of care based on assessment and
to enable clients or learners to acquire diagnosis of the physical and psychosocial needs of a
knowledge, attitudes, values and skills to patient.
facilitate self-reliant behavior (Calderon: 1998). B. The education process focuses on planning and
F. F. Education Process- A systematic, sequential, implementation of teaching based on assessment and
logical, scientifically based, planned course of prioritization of leaners needs, readiness to learn, and
action consisting of teaching learning (Bastable: learning styles.
2007). It is a cycle that involves the teachers and
the learners. DEFINATION OF NURSE EDUCATOR AND
G. G. Nursing Process- This emphasizes the need HER ROLES
to manage and maximize health by preventing The nurse educator is:
risk factors and by encouraging healthy 1. The primary source of knowledge of leaners in
behaviors. nursing;
2. Steps in the Education Process 2. The Primary catalyst for the learning process;
A. Assessment. Gathering of data about the 3. A role model for nursing students;
learner's demographic profile, skills and abilities 4. An active facilitator, who demonstrates and teaches
needed in identifying the most appropriate patient care to nursing students in the classroom and
teaching strategy for a particular learner. clinical settings;
B. Planning. A carefully organized written 5. A source of health care information and patient care to
presentation of what the learners needs to learn clients of care; and
and how the nurse educators is going to provide 6. Is diligent; keeps abreast of developments in his or her
the teaching. field through continuing education, reading of nursing
C. Implementation and Application of the journals, and active participation in workshops and
Teaching Plan. The point where theoretical and seminars.
practical aspects of the teaching-learning process 5. A source of health care information and patient care to
meet as the teacher applies the plan to the clients of care; and
learners. 6. Is diligent; keeps abreast of developments in his or her
D. Evaluation. The measurement of teaching- field through continuing education, reading of nursing
learning performance of both teachers and journals, and active participation in workshops and
learners. seminars.
E. Steps in the Nursing Process.
F. Assessment. Data collection and recording of all FUNCTIONS OF A HEALTH EDUCATOR
information 1. Collaborates with health specialists and civic
G. Planning. Setting priorities, goals and groups in assessing community health needs and
objectives and treatment options. availability of resources and services and in
H. Implementation. Putting the plan into action. developing goals for meeting health needs of
I. Evaluation. Assessing the patient, if the desired clients.
outcomes have been met. 2. Designs and conducts evaluation and diagnostic
studies to assess the quality and performance of
Steps in the Nursing Process. health education programs.
A. Assessment. Data collection and recording 3. Develops and implements health education and
of all information promotion program such as training workshop,
B. Planning. Setting priorities, goals and conferences, and school or community projects.
objectives and treatment options. Develops, operational plans and policies necessary to
C. Implementation. Putting the plan into achieve health education objectives and
action. servicesDevelops, conducts, or coordinates health needs
D. Evaluation. Assessing the patient, if the assessment and others public health surveys.
desired outcomes have been met.
6. Prepares and distributes health education materials, 1. Increase clients awareness and knowledge of
such as reports, bulletins and visual aids like films, their health status;
videotapes, photographs and posters. 2. Increase client satisfaction;
7. Provides guidance to agencies and organizations in 3. Improve quality life;
the assessment of health education needs and in the 4. Ensure continuity of care;
development and delivery of health education programs. 5. Decrease patient anxiety;
8. Provides program information to the public by 6. 6. Increase self- reliant behavior;
preparing and issuing press releases, conducting media 7. 7. Reduce effectively the incidence of
campaigns, and or maintaining program-related complications of illness;
websites. 8. 8. Promote adherence to health care treatment
Develops, conducts, or coordinates health needs plans;
assessment and others public health surveys. 9. 9. Maximize independence in the performance
6. Prepares and distributes health education materials, of activities of daily living; and
such as reports, bulletins and visual aids like films, 10. 10. Energize and empower consumers to become
videotapes, photographs and posters. actively involved in the planning of their care.
7. Provides guidance to agencies and organizations in PRINCIPLES OF PATIENT TEACHING
the assessment of health education needs and in the 1. Assess teaching needs of the client, or teaching
development and delivery of health education programs. that is required in a particular situation;
8. Provides program information to the public by 2. Asses what the client knows and begin from
preparing and issuing press releases, conducting media what she knows; and
campaigns, and or maintaining program-related 3. The nurse should consider language barriers,
websites. literacy, ethnic, or cultural background, age and
9. Promotes and maintains cooperative working emotional status of the patient. Otherwise,
relationship with agencies and organizations interested teaching and learning can be impaired placing
in public health care. the patient at risk.
10. Develops, and maintains health education libraries to
provide resources for staff and community agencies. 1. Admission Assessment
11. Develops, prepares and coordinates grant The nurse educator:
applications and gran-related activities to obtain funding a. Makes a complete patient profile and history.
for health education programs and related work. b. Assesses the clients functional ability to aid in the
12. Documents activities, records information such as formulation of nursing diagnosis.
number of programs completed, nursing actions c. Identifies ways of individualizing teaching, such as
implemented, and individuals assisted. the client’s readiness language, and physical capability
13. Maintains database, mailing list telephone networks, d. Designs assessment forms to red flag high-risk
and others information to facilitate the functioning of patients in order to pinpoint potential problems that
health education programs. identify specific learning needs.
2. Problems List
PATIENT TEACHING DEFINED A. The patient’s chart has a list of actual and
Patient teaching, as defined by the American potential health problems identified individually
academy of family physician, is the process of or collaboratively. It also includes medical and
influencing patient behavior and producing changes in nursing diagnosis.
knowledge, attitudes and skills necessary in maintaining B. The nurse has to enter the data next to each
or improving health. problems as it is identified and when the
It is a holistic process with the goal of changing problem is resolved. Standardized care plans
or affirming patients behavior to benefit health status. may be generated based on nursing diagnoses.
Patient teaching refers to only one components of patient 3. Care Plan or Critical Pathway.
education process which is giving the patient health care C. An individualized care plan for each
information. patient assessment of medical and nursing
diagnoses, patient goals, interventions and
PURPOSES OF PATIENT TEACHING desired outcomes’
Nurse educators teach patients in orders to: D. 4. Flow sheets. contains observations and list in
a clear, concise check-off format to encourage
 fast and immediate documentation. Findings or
patient responses outside of normal limits must
be recorded in the nurses notes
E. 5. Progress Notes.
F. Narrative notes show the patients
progress perceived by all health care
professional involved in patient care. Evaluation
of the patient responses to nursing
interventions should be evident. Every
problems is referenced with a number
corresponding to the problems list.
G. 6. Discharge Summary.
H. Summaries or reports written at the
time of discharge or transfer of the client to
another's health care facility serve as needed
source of information for others health care
providers about the patient needs for
reinforcement and continued learning.