This file contains modules 1 to 9 of the Health Education subject related to the Nursing course. It also contains lessons, serving as a guide that is helpful for nursing students to understand how they could be effective nurse educators as part of the roles of nurses which are given to patients or ...
TEST BANK FOR MATERNAL CHILD NURSING 6TH EDITION CHAPTER 1-55 ALL CHAPTERS WITH ANSWERS AND RATIONALS LATEST UPDATE GRADE A+
TEST BANK FOR MATERNAL CHILD NURSING 6TH EDITION CHAPTER 1-55 ALL CHAPTERS WITH ANSWERS AND RATIONALS LATEST UPDATE 2024 GRADED A+
Test Bank for Leading and Managing in Nursing 7th Edition by Yoder Wise (chapters 1-30) complete..pdf
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NCM 102
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UNIVERSITY OF THE CORDILLERAS
College of Nursing
NCM 102: HEALTH EDUCATION
MODULES 1 & 2: WHAT IS HEALTH EDUCATION & HEALTH EDUCATION PERSPECTIVES
Learning Objectives: 1. Know the definition and purpose of health education.
2. Determine the issues and trends in health education
3. Understand the different perspectives in health education
4. Describe the different theories in health education and its
application in the assessment of client learning need/s and
development of health education plan.
Pre-Activity:
1. Kindly answer the following questions directly on the comment thread below. Only
one (1) from the team will encode their response/s. DO NOT FORGET TO WRITE YOUR
NAMES. Be ready to share this in class.
2. Form a group of 4-5 members. Using this small group, discuss the following:
a. You learned in TFN that client teaching can occur with any person and at any
time or place. Recall your past experience. List at least 5 situations where you
could have given health education but did not.
b. List the factors that prevented you from giving health education in these
situations.
c. State what could have been the outcome if you had given health education
in these situations.
d. Cite some CURRENT trends and issues in health education that may affect the
health care system.
Module Content:
Overview of Health Education
DEFINITION OF TERMS
a. Education process – is a systematic, sequential, planned course of action
consisting of two major interdependent operations; Teaching and Learning.
b. Teaching - is a deliberate intervention that involves the planning and
implementation of instructional activities and experiences to meet intended
learner outcomes according to a teaching plan.
c. Instruction –is a component of teaching that involves the communicating of
information about a specific skill in the cognitive, psychomotor, or affective
domain
d. Learning - is defined as a change in behaviour (knowledge, skills, attitudes)
that can occur at any time or in any place as a result of exposure to
environmental stimuli.
e. Patient Education – is a process of assisting people to learn health related
behaviours (knowledge, skills, attitudes, values) so that they can incorporate
those behaviours into everyday life.
f. Staff Education –is a process of influencing the behavior of nurses by
producing changes in their skills, attitudes, knowledge, and values
Teaching & Instruction is:
Formal
Structured
Organized activities
Produces learning
, FIGURE 1: Education process parallels nursing process
HEALTH EDUCATION or client teaching is a system of activities intended to produce health or
illness related learning. Health education may promote a change in knowledge or ways of
thinking. It may clarify values or bring about a shift in belief attitude. It may facilitate the
acquisition of skills. It may cause changes in behavior or lifestyle.
Role of Nurse in HE:
- Health education is considered a function of nursing. Article VI, section 28 of the RA
9173 (Philippine Nursing Act of 2002) states that one of the duties of a nurse is to
“provide health education to individuals, families and communities.”
- The role of nurse educator evolved from healer to expert advisor/teacher to facilitator
of change.
- Another role of nurses educator is training the trainer.
Historical Development:
a. Mid- 1800’s
Nursing was recognized as unique discipline. Teaching has been recognized as
an important health care initiative assumed by the nurses.
Focus is not only on the care of the sick but also on education other nurses for
professional practice.
Florence Nightingale is the ultimate educator because she dedicated a large
portion of her career in educating those who are involve in the delivery of
health care (Physicians, nurses, health officials)
Teaching today is now within the scope of nursing practice responsibilities.
Nurses are expected to provide instruction to assist the consumers in:
Maintaining optimal level of wellness
Prevention of diseases, manage illness, and
Develop skills to give supportive care to family members.
From disease oriented. . . we now focus on prevention-oriented patient
education to ultimately become health-oriented patient education.
b. Early 1900s
public health nurses in the US began to understood the importance of
education in the prevention of disease and maintenance of health
1918 – NLNE (National League for Nursing Education) observed the importance
of health teaching as a function within the scope of nursing practice.
1950 – the course content dealing with teaching skills, developmental and
educational psychology, and principles of educational process of teaching and
learning as areas in the curriculum common to all nursing schools.
, Today – state nurse practice acts (NPAs) universally include teaching within the
scope of nursing practice.
Nurse Educator’s role evolved from:
Disease-oriented approach to Prevention-oriented approach
Wise healer to expert advisor/teacher to facilitator of change.
Socio-Eco-Political Factors Affecting Nursing Practice And Health Care System:
Growth of managed care, shifts in payer coverage, & reimbursement issues for
provision of health care
Health providers are beginning to recognize the economic and social values in
practicing preventive medicine through health education.
Political emphasis is on productivity, competitiveness in the marketplace, and
cost-containment measures to restrain health services expenses.
The focus of nursing practice is now on patient education.
Consumers are demanding increased knowledge and skills about how to care
for themselves and how to prevent disease.
Demographic trends are requiring an emphasis to be placed on self-reliance
and maintenance of a healthy status over an extended lifespan.
Causes of morbidity and mortality are now recognized as lifestyle-related and
preventable through educational intervention.
Increase in the incidence of chronic and incurable conditions leads the people
to become informed participants to manage their own illnesses.
Advanced technology
Earlier hospital discharge
Increased number of self-help groups
Purpose of Research in Health Education:
Research must be conducted on the benefits of patient education as it relates
to:
Potential of increasing the quality of life
Leading a disability-free life
Decreasing the costs of healthcare; and
Managing independently at home through anticipatory teaching
approach.
Research must be conducted on the benefits of teaching methods & tools
using the following:
Computer-assisted instruction
Distance learning
Video and audiotapes for home use
Internet access to health education
Ethical Principles:
Autonomy - it refers to the capacity of a rational individual to make an
informed, un-coerced decision.
Veracity - the state of being in accord with a particular fact or reality, or being
in accord with the body of real things, real events or actualities
Beneficence - is action that is done for the benefit of others. Beneficent actions
can be taken to help prevent or remove harms or to simply improve the
situation of others.
Nonmaleficence - means to “do no harm.” Physicians must refrain from
providing ineffective treatments or acting with malice toward patients. This
principle, however, offers little useful guidance to physicians since many
, beneficial therapies also have serious risks. The pertinent ethical issue is whether
the benefits outweigh the burdens.
Confidentiality - means keeping information given by or about an individual in
the course of a professional relationship secure and secret from others.
Justice - fair treatment of individuals to the equitable allocation of healthcare
Legality of Patient Education and Information
The patient’s right to adequate information regarding his or her physical
condition, medications, risks, and access to information regarding alternative
treatments is specifically spelled out in the Patient’s bill of Rights.
Documentation
Health teaching should be properly documented in the patient’s
record. Unfortunately, this is probably the most undocumented skill because
nurses do not recognize the scope and depth of the teaching they do.
THEORIES IN HEALTH EDUCATION
A. Pender’s Health Promotion Theory
Pender’s health promotion model defines health as “a positive dynamic state
not merely the absence of disease.” Health promotion is directed at increasing
a client’s level of well-being. It describes the multi-dimensional nature of persons
as they interact within the environment to pursue health.
Major Concepts of the Health Promotion Model:
Health promotion is defined as behavior motivated by the desire to increase
well-being and actualize human health potential. It is an approach to
wellness. On the other hand, health protection or illness prevention is
described as behavior motivated desire to actively avoid illness, detect it
early, or maintain functioning within the constraints of illness.
Individual characteristics and experiences (prior related behavior and
personal factors).
Behavior-specific cognitions and affect (perceived benefits of action,
perceived barriers to action, perceived self-efficacy, activity-related affect,
interpersonal influences, and situational influences).
Behavioral outcomes (commitment to a plan of action, immediate
competing demands and preferences, and health-promoting behavior).
Subconcepts of the Health Promotion Model
Personal Factors. These factors are predictive of a given behavior and
shaped by the nature of the target behavior being considered.
- Personal biological factors. Include variables such as age gender body
mass index pubertal status, aerobic capacity, strength, agility, or
balance.
- Personal psychological factors. Include variables such as self-esteem,
self-motivation, personal competence, perceived health status, and
definition of health.
- Personal socio-cultural factors. Include variables such as race,
ethnicity, acculturation, education, and socioeconomic status
Perceived Benefits of Action - anticipated positive outcomes that will occur
from health behavior.
Perceived Barriers to Action - anticipated, imagined or real blocks and personal
costs of understanding a given behavior.
Perceived Self-Efficacy - judgment of personal capability to organize and
execute a health-promoting behavior. Perceived self-efficacy influences
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