HEALTH EDUCATION REVIEWER

EDUCATION PROCESS gap between what someone knows and

what someone needs or wants to know.
Learning is a defined as a change in
behavior (knowledge,attitudes,and or STEPS IN THE ASSESSMENT OF LEARNING
skills)that can be observed or measured and NEEDS
that occurs at any environmental stimuli.
 Identify the learner.
PATIENT EDUCATION is a process of  Choose the right setting.
assisting people to learn health-related  Collect data about the learner
behaviors that they can incorporate into  Collect data from the learner.
everyday life with the goal of achieving  Involve the members of the healthcare
optimal health and independence in self- team.
care.  Prioritize needs.
 Determine availability of educational
STAFF EDUCATION is the process of
resources.
influencing the behavior of nurses by
 Assess the demands of the organization.
producing changes in their
 Take time-management issues into
knowledge,attitudes,and skills to help them
account.
maintain and improve their competencies
for the delivery of high-quality care to the
consumer.
METHODS TO ASSESS LEARNING NEEDS
The ASSURE the models a useful paradigm
 Informal Conversations
originally developed to assists nurses to
 Structured interviews
organize and carry out the education
 Focus groups
process.
 Questionnaires
 Analyze the learner  Tests
 State the objectives  Observation
 Select the instructional methods and  Documentation
materials
 Use the instructional methods and STEPS IN THE ASSESSMENT OF LEARNING
materials NEEDS
 Require learner performance
 Evaluate the teaching plan and revise as
necessary  Prioritize needs
 Determine availability of educational
ASSESSING THE LEARNER
resources
 Determinants of learning  Assess the demands of the organization.
 Learning Needs  Take time-management issues into
 Readiness to learn account.
 Learning styles  Readiness to learn can be defined as the
time when the learner demonstrates an
LEARNING NEEDS are defined as gaps in
interest learning the information
knowledge that exist between a desired
necessary to maintain optima-l health or
level of performance. A learning need is the
 to become more skillful in a P-Physical readiness
job.Readiness to learn occurs when the
learning receptive,willing,and able to
participate in the learning process

FOUR TYPES OF READINESS TO LEARN

E-Emotional Readiness  Gender

E-Experential Readiness Emotional Readiness

K-Knowledge Readiness  Anxiety level

 Support system
Physical Readiness  Motivation
 Risk-Taking behavior
 Measure of ability  Frame of mind
 Complexity of task  Developmental stage
 Environmental effects Measures of ability

 Health status
 Ability to perform a task  The amounts of energy
requires fine and/or gross available and the individuals
motor movements,sensory present comfort level are
acuity,adequate factors that significantly
strength,flexibility,coordinati influence that individuals
on,and endurance. readiness to learn.

 Complexity of task  Gender

 Variations in the complexity  Research suggests that

of the task affect the extent women are genrally more
to which the learner can receptive to medical care and
master the behavioral take fewer risks with their
changes in the health than do men.
cognitive,affective and
 EMOTIONAL READINESS
psychomotor domains.
 Anxiety level
 Environmental Effects
 Anxiety influences a persons
 AN environmental conducive
ability to perform at
to learning helps to hold the
cognitive,affective,and
learners attention and
psychomotor levels,In
stimulate interest in learning
particular,it affects patients
 Health Status
 ability to concentrate and readiness to learn, known as
retain information. a teachable moment

 Support system EXPERENTIAL READINESS

 Members of the patients  Level of aspiration-The

support system who are extent to which someone is
available to assists with driven to achieve is related to
selfcare activities at home the type of short -and long
should be present during at term goals established by the
least some of the teaching learner.
sessions so that they can
 Past coping mechanisms-
learn how to help the patient
Educations must explore the
if the need.
coping mechanisms that
 Motivation learners have been using to
understand how they have
 The level of motivation
dealt with previous problem.
reflects what learners
perceive as an expectation of  Cultural background-
themselves or others. Interest
 Locus of control-Educators
in teacher learner
can determine whether
interactions is a cue to
readiness to learn is
motivation.
prompted by internal or
 Risk-Taking Behavior external stimuli in
ascertaining the learners
 The educator can assist
previous life patterns of
patients in developing
responsibility and
strategies that help reduce
assertiveness.
the level of risk associated
with their choices KNOWLEDGE READINESS

 Frame of mind  Present knowledge base-How

much someone already
 Involves concern about the
knows about a specific
here and now versus the
subject or how proficient that
future. If survival is of
persons is at performing a
primary concern, readiness to
task is an importsant factor
learn will be focused on the
to determine and
present to meet basic human
implementing instructions.
needs.
 Cognitive ability-The extent
 Developmental Stage
to which information can be
 Each task associated with processed is indicative of the
human development learners capabilities.The
produces a peak time for educator must match the
level of behavioral objectives
 to the cognitive ability of the  Social Cognition
learner.  The ways in which people
 Learning and reading think about other people
disabilities-Learning  Social Interaction
disabilities ,which may be  The positive and negative
accompanied by low level aspects of people relating to
reading skills are not others
necessarily indicative of an  CATEGORIES OF SOCIAL
individuals intellectuals INFLUENCE
abilities.  Social norms-Rules or
 Learning styles-Knowing the standards that are
teaching methods and understood by a group and
materials allows the that guide behavior without
educator to tailor teaching to the force of laws
meet the needs of individuals  Conformity-Changing ones
with different styles of behavior to match the
learning, thereby increasing responses or actions of
their readiness to learn. others(no pressure
necessary)
 Compliance-Changing ones
behavior in response to a
UNDERSTANDING THE SELF direct request
REVIEWER
 Focus social nature of the GOALS OF SOCIAL INFLUENCE
individual person People yield to social
 TWO ASSERTIONS influence to achieve one or
 Person is influenced by social more of three basic goals:
environment 1To choose correctly and
 Individual actively contrues behave effectively (to be
social situations -we donot right)
respond to environments as 2.To gain social approval (to
they are but as we interpret be liked)
them to be 3.To manage self -image
 DEFINING SOCIAL
PSYCHOLOGY Social Norms -rules and
 Social Influence standards that are
 The ways in which a persons understood by a group and
behavior can be affected by that guide behavior without
the presence of others.Social the force of laws
influence is the process by -emerge out of interaction
which attitudes, perceptions with others
and behaviors can be -May or may not be stated
affected by the real or explicitly
implied presence of others
 -Sanctions are not legal but
come frome disapproval
FACTORS THAT INFLUENCE CONFORMITY
withing social networks
1.Unanimityof majority
FORMATION AND
TRANSMISSION OF NORMS 2.Group cohesion(may lead to groupthink)
Formation 3.Private responses
1.Value to society-
importance of reinforcement 4.Prior commitment
e.g. Dress code for jg som 5.Tasks difficulty
2.Function-survival e.g.
sibling incest avoidance 6.Size of group

Group think-Thinking that occurs when

TRANSMISSION
people place more importance on
maintaining group cohesiveness than on
 Active instruction
assessing the facts of the problem with
 Demonstrations
which the group is concerned
 Storytelling,rituals
 Nonverbal behavior CHARACTERISTICS OF GROUPTHINK

 Invulnerability
RESEARCH ON SOCIAL
 Rationalization
NORMS
 Lack of introspection
Muzafer
 Stereotyping
Sherif(1935)Autokinetic
 Pressure
paradigm/effect(how groups
 Lack of disagreement
form norms )
 Self-deception
“the group must be right”  insularity

Contact with others influences our Compliance

immediate perceptions of reality
-Particular kind of response acquiescence-to
Conformity-change own position to a a request
contradictory position because of presence
-changing ones behavior as a result of other
of others. Perceived or real pressure.
people directing or asking for change

-may be implicit or explicit

Why do people conform?
PRINCIPLES THAT INCREASE COMPLIANCE
To be right -Consensus implies correctness
1.authority
To be liked-Easier to get along with the
2.Social validation and social proof
group
3.scarcity
To clarify who we are -being different from
group makes us feel bad about ourselves 4.affiliation
5.Reciprocity request that is consistent with that
position.
6.Consistency and commitment

MILGRAMS AUTHORITY-OBEDIENCE
EXPERIMENTS

-most published experiment in obedience

studies in social psychology

-65%of participants gave maximum

voltage(450 volts)

-results demonstrates the influence of
orders from authority

INCREASING COMPLIANCE

-Authority rule:one should be more willing

to comply to the suggestions of a legitimate
authority

Social Validation rule:one should be more

willing to comply to a request if it is
consistent with what similar others are
thinking or doing.”list technique”

INCREASING COMPLIANCE

 Scarcity rule :one should try to seek

those opportunities that are scarce
or dwindling
-Pschological reactance
-censorship
 Affiliation rule:one should more
willing to to comply to a request of
friends or other liked individuals
 -Physical
attractiveness,similarity,liking
compliments,cooperation.
 Reciprocity:effective societies
depend on the obligation of an
individual returning the form of
behavior that he or she has received
from another.
-“That’s not all technique”
 Consistency rule: after making a
commitment to a positioned should
be more willing to comply to a