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PST 1st Shifting > The Context of Teaching Health Education > Flashcards

The Context of Teaching Health Education Flashcards

1
Q

Communication of information about knowledge, skills, and values of the society in each succeeding generation to help them acquire the intellectual and practical methods to function in the society. It is a process that helps an individual to develop physically, mentally, morally, spiritually, and emotionally

A

Education

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2
Q

Health is _____

A

highly subjective

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3
Q

According to ___, “Education is what remains after one has forgotten what one has learned in school.”

A

Albert Einstein

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4
Q

“A wise man should consider that health is the greatest of human blessings, and learn how by his thought to derive benefit from his illnesses”

A

Hippocrates

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5
Q

“Good health and prevention and treatment of illness through lifestyle practices such as massage, meditation, yoga, and dietary changes and the use of herbal remedies.”

A

Ancient Ind “Ayurveda”

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6
Q

“a state of complete physical, mental, and social well-being, and not merely the absence of a disease or infirmity.”

A

WHO, 1948

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7
Q

“a resource for everyday life, not the objective of living. Health is a positive concept emphasizing social and personal resources, as well as physical capacities.”

A

WHO, 1986

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8
Q
  • The anatomical integrity and physiological functioning of the body. Bodily functions are working at maximum performance and functions harmoniously. It involves regular exercise, balanced nutrition, and adequate rest
A

Physical Health

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9
Q

The ability to enjoy life, to handle the day-to-day events and obstacles, to adapt to adversity, and to function effectively in the society

A

Mental Health

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10
Q

The ability to make and maintain acceptable interactions with other people

A

Social Health

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11
Q

Builds relationships with others and connects to a positive network

A

Social Health

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12
Q

Refers to the emotional, psychological, and social well-being of a person

A

Mental Health

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13
Q

Factors that have an impact on health

A
  • genetic factor
  • social and economic factors
  • environmental factors
  • cultural issues
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14
Q

can lead to a less than optimum level of health

A

Genetic pattern

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15
Q

often means having high or less access to healthcare

A

Socioeconomic status (SES)

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16
Q

The family and society traditions and culture can affect the health of the individuals

A

Cultural issues

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17
Q

process that informs, motivates, and helps people to adopt and maintain healthy practices and lifestyles, prevents disease, and reduces perilous behaviors

A

health education

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18
Q

“communication activity aimed at enhancing positive health and preventing or diminishing ill-health in individuals and groups through influencing the beliefs, attitudes, and behavior of those with power and of the community at large.”

A

Downie, Fyfe, and Tannahill (1990)

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19
Q

“health education is any combination of learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing their attitudes.”

A

WHO, 1998

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20
Q

“any combination of planned learning experiences based on sound theories that provide individuals, groups, and communities the opportunity to acquire information and the skills needed to make quality health decisions.”

A

Joint Committee on Health Education and Promotion Terminology, 2001

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21
Q

“any planned combination of learning experiences designed to predispose, enable, and reinforce voluntary behavior conducive to health in individuals, groups, or communities.”

A

Green and Kreuter, 2005

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22
Q

is a “professionally prepared individual who serves in a variety of roles and is specifically trained to use appropriate educational strategies and methods to facilitate the development of policies, procedures, interventions, and systems conducive to the health of individuals, groups, and communities”

A

Health educator (Joint Committee on Health Education and Promotion Terminology, 2001)

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23
Q

also called the specialist in health education, provides various services to the community, enhancing residents’ well-being through health-focused methods

A

health educator

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24
Q

The experts in health education organize, specify targeted populations, and identify available resources, programs, and policies. They develop cooperative relationships and agreements that make it easier to get data from primary, secondary, and resources supported by evidence. Create a plan for data analysis. Additionally, compare results to norms, current data, and other details.

A

Area I: Assessment of Needs and Capacity

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25
Q

Define the desired results. Identify health promotion and education initiatives. Create strategies and resources for implementation and assessments.

A

Area II: Planning

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26
Q

Provide health promotion and education programs. Follow up on the execution.

A

Area III: Implmentation

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27
Q

Evaluation of the intervention’s design process, effects, and results. Create research projects. Utilize the right technologies to manage the gathering and processing assessment and/or research data. Analyze the data. Use the results.

A

Area IV: Evaluation and Research

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28
Q

Determine an existing or developing health concern that calls for systemic, environmental, or policy change. Plan advocacy activities by including coalitions and stakeholders in tackling the health issue. Act as an advocate. Assess advocacy.

A

Area V: Advocacy

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29
Q

Determine the audience’s communication goals. Create messages utilizing models and/or theories of communication. Decide on the message delivery techniques and technologies. Utilize the chosen medium and tactics to deliver the messages effectively. Assess communication.

A

Area VI: Communications

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30
Q

Organize relationships with stakeholders and partners. Prepare people to promote and give health education. Organize personnel, material, and fiduciary resources. Do strategic planning with the necessary stakeholders.

A

Area VII: Leadership and Management

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31
Q

Practice in conformity with accepted ethical standards. Serve as a reliable source for information on promoting and educating about health. Maintain and/or improve your proficiency by participating in professional development. Promote the field of health education to other people, the public, and other stakeholders.

A

Area VIII: Ethics and Professionalism

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32
Q

Who unified the code of ethics and in what year?

A

Coalition of National Health Education Organizations, 2004

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33
Q

What are the agencies included in Coalition of National Health Education Organizations, 2004

A

o American Academy of Health Behavior (AAHB)
o American Association for Health Education (AAHE)
o American College Health Association (ACHA)
o American Public Health Association (APHA)
o Public Health Education and Health Promotion (PHEHP) Section
o APHA’s School Health Education and Services (SHES) Section
o American School Health Association (ASHA)
o Directors of Health Promotion and Education (DHPE)
o Etta Sigma Gamma
o Society for Public Health Education (SOPHE)
o Society of State Directors of Health and Physical Education and Recreation (SSDHPER)

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34
Q

Supports principles of self-determination and freedom of choice for the individual

A

Responsibility to the public

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35
Q

Exhibits professional behavior

A

Responsibility to the profession

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36
Q

Accountable for professional activities and actions

A

Responsibility to employers

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37
Q

Respects the rights, dignity, confidentiality, and worth of the people

A

Responsibility in the delivery of health education:

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38
Q

Conducts oneself following federal and state laws, organizational and institutional policies, and professional standards

A

Responsibility in research and evaluation

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39
Q

Provides quality education that benefits the profession and the public

A

Responsibility in professional preparation

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39
Q

complex and challenging profession in which an effective teacher makes countless daily decisions

A

Teaching

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40
Q

According to _____, “Teaching is the process of attending to people’s needs, experiences and feelings, and intervening so that they learn particular things, and go beyond the given.”

A

Mark K. Smith (2018)

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41
Q

“Learning is not the product of teaching. Learning is the product of the activity of the learners.”

A

John Holt

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42
Q

“The act or experience of one that learns”, “Knowledge or skill acquired by instruction or study”, and “Modification of a behavioral tendency by experience.”

A

Merriam Webster

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43
Q

“Learning is a process that leads to _____, which occurs as a result of _____ and increases the potential for improved performance and future learning.”

A

change, experience

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44
Q

“Learning as the mental activity by which knowledge and skills, habits and attitudes, virtues and ideas are acquired, retained, and utilized resulting in the progressive adoption and modification of conduct and behavior.”

A

Okoye (2010) cited by Nkechi et al. 2016

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45
Q

“Teaching is the noblest profession in the world,” stated _____

A

President David O. Mckay

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46
Q

“Any type of work, especially one that needs a high level of education or a particular skill”

A

Profession

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47
Q

person who possesses knowledge of an area of specialization and has a commitment to a particular set of values both of which are generally well-accepted characteristics of professions

A

Professional

48
Q

Characteristics of a profession

A
  • It requires intensive education and training
  • It is licensed and certified
  • It has an effective entry procedure
  • It is guided by some codes of conduct
  • It has strong bodies protecting its interest
  • It is independent and has freedom of practice
  • It is a life chosen career for its practitioners
  • It is highly regarded in society
49
Q

Leads students to develop other skills, such as a higher level of concentration, deeper analytical abilities, and improved thought process

A

Critical thinking and problem solving

50
Q

Skills in critical thinking and problem solving

A
  • reason effectively
  • use systems thinking
  • make judgments and decisions
  • solve problem
51
Q

Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts

A

Communication

52
Q

Listen effectively to decipher meaning, including knowledge, values, attitudes, and intentions

A

Communication

53
Q

What are the 4 C’s

A
  • critical thinking and problem solving
  • communication
  • collaboration
  • creativity and innovation
54
Q

Exercise flexibility and willingness to help make necessary compromises to accomplish a common goal

A

Collaboration

55
Q

“Successful individuals are those who have creative skills, to produce a vision for how they intend to make the world a better place for everyone, analytical intellectual skills, to assess their vision and those of others, practical intellectual skills, to carry out their vision and persuade people of its value, and wisdom to ensure that their vision is not a selfish one.”

A

Creativity and innovation according to Robert Sternberg

56
Q

Elaborate, refine, analyze, and evaluate original ideas to improve and maximize creative efforts

A

thinking creatively

57
Q

Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur

A

implement innovation

58
Q

“A teacher is a person who selects and organizes teaching – learning methods, consciously planning and controlling a situation directed to the achievement of optimum student learning.”

A

Sodhi Jaspreet Kaur and Kaur Baljinder (2017)

59
Q

Instructional role of teacher

A
  • Plan and organize courses
  • Create and maintain a desirable group
  • Adapt teaching and preparing the instructional materials
  • Motivate the challenging students
  • Teaching, which consists of a complex role involving a series of activities
  • Evaluating all the planned learning and teaching activities and student outcomes
60
Q

Faculty role of a teacher

A
  • Chairperson, secretary, or member of one or more committees
  • Counselor
  • Researchers
  • Resource persons
61
Q

Individual role of a teacher

A
  • Plays a personal role as a member of a family, a community and a citizen
  • Dignified and distinct personality
62
Q

Who defined the 12 roles of teacher?

A

Joy Crossby (2000)

63
Q

Functions of Teacher

A

• Explaining and Informing
• Initiating, Directing and Administering
• Unifying the Group
• Giving Security
• Clarifying Attitude, Beliefs and Problems
• Diagnosing Learning Problems
• Making Curriculum Material
• Evaluating, Recording, and Reporting
• Arranging and Organizing Class Room
• Participating in the School Activities
• Participating in Professional Life

64
Q

Interaction of the faculty is the most important factor in student motivation and involvement

A

Encourage contact between students and faculty

65
Q

Work collaboratively not competitively

A

Develop reciprocity and cooperation

66
Q

Students must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives

A

Encourage active learning

67
Q

Students need help in assessing existing knowledge and competenc

A

Give prompt feedback

68
Q

Give the students a chance to reflect on what they have learned, what they need to know more, and how to assess themselves

A

Give prompt feedback

69
Q

looks ahead towards future guidance on how to do it better

A

feed back and feed forward

70
Q

Allocating realistic amounts of time means effective learning for students and effective teaching for faculty

A

Emphasize time on task

71
Q

If expectations are well communicated with the students or faculties, they will put extra effort to achieve these expectations; therefore, giving them self-fulfillment on what they have done

A

Communicate high expectations

72
Q

“Not only limited to the difference of ethnicity, race, sexual orientation, cultural and socioeconomic background, but also the diverse learning styles, all forms of intelligence, experiences, preparations, external environment, health, values and goals.”

A

Respect diverse talents and ways of learning (Lustbader, 1999)

73
Q
  • “Teaching is the process of attending to people’s needs, experiences and feelings, and intervening so that they learn particular things, and go beyond the given.”
A

Smith, 2018

74
Q

an interactive process that promotes learning

A

Teaching

75
Q

True or false. Outcomes-based learnings are graded

A

False

76
Q

involves mental activity by means of which knowledge, skills, habits, attitudes, ideals, appreciations and ideas are acquired, retained and utilized resulting in the progressive adaptation and modification of behavior

A

Learning

77
Q

Dimensions in the teaching-learning process

A
  • Teaching objectives & Learning Needs
  • Teaching-Learning Process
  • Instructional Content
  • Teaching Strategies
  • External Conditions
  • Inter- & Intra-personal relationships
  • Outcome of Health Education Process
78
Q

What should instructional content contain?

A

o Visuals that establishes the purpose of the lesson
o Organization of the lesson
o Modeling to the teacher’s performance expectations

79
Q

Knowledge and understanding of facts, ideas, concepts, principles, rules, meanings, and definitions

A

Cognition change

80
Q

Attitudes, appreciations, interests, ideals, values, likes and dislikes, beliefs, conduct-controls, philosophies

A

Attitude change

81
Q

Motor abilities, manipulative skills, bodily movements, vocal skills, dramatic abilities, athletic skills, adaptive skills

A

Behavior change

82
Q

Processes that determine the extent to which a person may be persuaded to change

A
  • Attention
  • Comprehension
  • Acceptance
  • Retention
83
Q

Barriers to change

A
  • Cultural barriers
  • Social barriers
  • Psychological barriers
  • Language difficulties
84
Q

Barriers to teaching

A
  • Lack of time to teach
  • Lack of competence or confidence with teaching skills
  • Lack of motivation
  • Low priority to patient and staff education
  • Environment – conducive
85
Q

Obstacle to learning

A
  • Lack of Time – rapid discharge+ amount of information * Presence of illness
  • Low literacy
  • Hospital Environment
  • Personal Characteristics of the learner
  • Extent of behavioral changes
  • Lack of support
  • Denial of learning needs
  • Inconvenience in healthcare facilities
86
Q

Throughout history people have always turned to some type of medicine man or physician for counsel

A

Pre-historic era

87
Q

Who were the first to have doctors

A

Egyptians

88
Q

When was code of Hammurabi written

A

Pre-historic era

89
Q

Before science enabled us to determine pathogenic causes of diseases, _____ and leadership prevailed

A

spiritual explanations

90
Q

When was the birth of surgery

A

Pre-historic era

91
Q

Clinical method of observation by _____

A

Hippocrates

92
Q

During the middle ages, _____ opened medical schools

A

Christian church

93
Q

_____ provided by monasteries were built for the poor, however, ill people were often turned away due to fear of disease spreading

A

Medieval hospitals

94
Q

During the ____, disease was caused by sin or disobeying God

A

Middle ages

95
Q

The “time of great pandemics”

A

Middles Ages (bubonic plague)

96
Q

What was the “punishment for sins” in the middle ages?

A

Disease

97
Q

True or false. Doctors studied star charts because they believed that the movement of the planets affect people’s health

A

True

98
Q

studied the circulation of the blood

A

William Harvey

99
Q

During this time, the difference between arteries and veins is identified and bloodletting became popular

A

Renaissance

100
Q

What happened during the age of enlightenment?

A
  • Smallpox
  • Inoculation brought to Britain by Lady Mary Wortley Montagu
  • Vaccination by Edward Jenner
101
Q

Bacterial period of public health

A

1800s

102
Q

Edwin Chadwick’s report – public health improvements during the era of Queen Victoria

A

1842

103
Q

Who proposed the germ theory of disease?

A

Louis Pasteur

104
Q

Proposed the antiseptic method

A

Joseph Lister

105
Q

The era of public health

A

19th century

106
Q

“microorganisms are indeed present in the air and can contaminate seemingly sterile solution, however air itself does not create microbes”

A

Germ theory by Louis Pasteur

107
Q

He introduced fermentation, and pasteurization technique

A

Louis Pasteur

108
Q

He provided evidence that microorganisms cannot originate from mystical forces present in nonliving materials

A

Louis Pasteur

109
Q

Development of vaccine against anthrax and rabies

A

Louis Pasteur

110
Q

Showed that cholera was waterborne and brought the situation under control

A

John Snow

111
Q

The era of prevention; CDC was established

A

1970s

112
Q

the surgeon general’s report on health promotion and disease prevention was published

A

Healthy people (1970s)

113
Q

Initial role delineation study for health education

A

1980s

114
Q

6-year project to reverify the entry-level health education responsibilities, competencies, and sub-competencies and to verify the advanced-level competencies and sub-competencies

A

Competencies Update Project (CUP) in 1990s

115
Q

performed by health educators with BS and MS and less than 5 years of experience

A

Entry-level

116
Q

BS and MS with more than 5 years of experience

A

Advanced 1

117
Q

Health educators with PhD and 5 or more years of experience

A

Advanced 2

118
Q

What happened during the 2000s?

A
  • Unified code of ethics
  • Report of Joint Committee on Health Education & Promotion Terminology
  • Outcome-Based Education & Practice
  • Patient Protection & Affordable Care Act (expands health care coverage)

PST 1st Shifting (2 decks)

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