19. Health Education Principles Flashcards
nursing steps to develop a community-based health education program
- identify a population specific learning need
- consider which educational principles are most likely to increase learning
- examine education issues, identify barriers to learning, and choose most appropriate teaching/learning strategies
- design/implement education program
- evaluate effects of program
In education/learning, what 3 things are changed and in what order?
- knowledge (easiest to change)
- attitudes
- behavior (hardest thing to change)
activity undertaken or initiated by one or more agents that is designed to effect changes in the knowledge, skill, and attitudes of communities, groups, and individuals
education
What does education emphasize?
the provider of knowledge and skills
emphasizes the recipient of knowledge and skills and the person in whom a change is expected to occur
learning
T/F: learning involves change
True
to move away from one way of thinking, believing, and acting and move toward a new way
change
Thompson’s steps to organization change (applied to health education)
- identify need for change
- plan how to implement change
- implement the change
- evaluate whether change made a difference in health
Fielding’s steps to health education
- understand the problem
- understand what works
- agreeing on approach or action
- implementing plan
- evaluating the effect
how do people learn?
- hearing a message
- observing
- participating
Learners accept information based on what?
- what they know
- what they believe
- culture in which they are raised
- how well they understand
- how well they relate to the info
3 domains of learning
- cognitive (thinking)
- affective (feeling)
- psychomotor (acting)
Which learning domain includes memory, recognition, reasoning, understanding, application, and problem solving?
cognitive domain
What can lead to frustration and discouragement in health education?
teaching above or below a person’s level of understanding or health literacy
Which learning domain includes changes in attitudes and the development of values?
affective domain
What do nurses attempt to influence in order for learning to occur in the affective domain?
influence what learners feel, think, an value
Which learning domain includes neuromuscular coordination and motor skills?
psychomotor domain
3 conditions to learning in the psychomotor domain
- must have necessary ability
- sensory image of how to carry out skill
- opportunities to practice
5 steps of the educational process
- identify educational needs and develop goals/objectives
- select appropriate educational methods
- skills of the effective educator
- motivational interview
- developing effect health education programs
What should you consider when assessing a learner’s needs?
- knowledge
- skill
- motivation
- available resources
- barriers to learning
Goals vs objectives
- goals: broad, long-term expected outcomes
- objectives: specific short term criteria to be met
7 skills of an effective educator
- gain learner’s attention
- explain objectives
- ask learner to recall prior learning
- present essential material
- help learner apply info
- invite learner to demonstrate learning
- provide feedback
4 stages of motivational interviewing (MI)
- engage
- emphatic listening
- guiding
- planning
4 motivational interviewing counseling skills: OARS
- open-ended questions
- affirmations
- reflections
- summary
4 educational issues
- population considerations
- use of technology in learning
- barriers to learning
- evaluation of the educational process
learning strategies for children and individuals w/ little knowledge of a topic
pedagogy
learning strategies for adults, older adults, and individuals with some health related knowledge
andragogy
collection of interacting individuals with a common purpose
group
the attraction between individual members and between each member of the group
cohesion
anything a member does that deliberately contributes to the group’s purpose
task function
functions that help other members stay with the group and feel accepted
maintenance function
standards that guide, control, and regulate individuals and communities
norms
the commitment to return to the central goals of the group and its strength determines the group’s ability to adhere to its work
task norms
create group pressures to affirm members and maintain their comfort
maintenance norms
members reinforce or challenge and correct their ideas of what is real
reality norms
group norms including task, maintenance, and reality combine to form this
group culture
the expected ways in which group members behave toward one another
role structure
stages of group development
- forming: members become acquainted with each other
- storming: express individual ideas
- norming: members start to accept one another
- performing: members trust one another and interactions have more depth
- adjourning: group separates from one another
