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HEALTH EDUCATION

Conducting the Class

First class

-the first session sets the topic for the whole course

-the best time to communicate the expectations of 

the course

-set the general classrooms rules

Subsequent classes 

-gaining ad controlling the attention of the learner 

-assess the learners background 

Determinants of Learning 

-states the educator's role in learning is primarily to

assess the learner in relation to the needs readiness

and styles of the learner that affect learning. 

Characteristics of a Learner 

  culture  age

  emotional status

  socioeconomic level

Assessment of the learner 

  learning needs- what the learner needs and

wants to learn

  Learning readiness-when the learner is

receptive to learning

  Learning style- how the learner best learns

Learning Needs-method to be used:

1 .informal conversations/interviews

2 .structural interview

3. Written pre test

4 .observation

9 steps in the Assessment of Learning

Needs

  Identify the learner

  The right setting

  Collect the date on the learner

  Include a learner as a source of information

  Include members of the health care team

  Determine the availability of the

educational resources

  Assess demands of the organization

  Consider time and management issue

  Prioritize needs

Criteria for prioritizing learning needs

Mandatory-must be immediately met since it is life

threatening or need for survival

Desirable-must be met to promote well-being and

not life dependent

Possible-nice to know which are not directly related

to daily activities

Readiness to Learn

4 types (PEEK)

Physical Readiness

  measure of ability

  complexity of the task

  environmental effects

  health status

  gender

Emotional Readiness 

  anxiety level

  support system

  motivation

  risk taking behavior

  frame of mind

  developmental stage

Experiential Readiness 

  level of aspiration

  past coping mechanisms

  cultural background

  locus of control-internal and external

  orientation-parochial and cosmopolitan

Knowledge Readiness 

  present knowledge base-stock knowledge

  cognitive ability

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Motivation & Behavior

Change Theories 

1.Transtheoretical or Stages of Change Model

-is useful when the targeted behavior change is the

discontinuation of an unhealthy behavior postulatesthat people go through stages before a change in

behavior occurs.

Process of change

1. Pre-contemplation-before they even begin to

think about the change.

2. Contemplation- when they weigh the pros and

cons of changing behavior.

3. Preparation- when they decide how they will

undertake the change what they will do

4. Action- when they start the change, they put the

plan in motion

5. Maintenance- keeping new behavior and resisting

the old

6. Termination- when the behavior becomes the

habit

2.Theory of Reasoned Action

-proposes that adoption of a new behavior resultsfrom individual intention to engage in behavior

results from individual intention to engage in

behavior

intention- the extent to w/c person is ready to

engage in a particular behavior

A) persons attitude toward the behavior

B)subjective norm- significant others reaction

towards the behavior

C)behavioral control- how easy or difficult theperson believes the new behavior to be. 

3. Attribution theory

-predict when people have an emotional reaction to

a particular outcome or event, reaction to a

particular outcome or event they will try to figure

out why it happened.

3 Dimension (causes) 

A. Locus of Causality- whether the cause is internal

or external

B. Controllability- the extent to which the

attribution can be affected by the person, or how

much control the person has over cause

C. Stability- extent to which the cause is consistent

Characteristics of Learning

by Heidgerken-learning is unitary and Holistic

-learning is individual and social

-learning is self-active and self initiating

-learning is purpose and goal-oriented

-learning is selective and creative