Chapter 11 Health Education

Teaching Method
- the way the info is taught that brings the learner into
contact with what is to be learned.
Teaching methods depends on:
> Audience characteristics
> Setting for teaching
> Objectives of learning
> Cost-effectiveness
> Educator’s expertise as a teacher

EXAMPLES OF TEACHING METHODS

1. Lecture
- Oldest, most used approach
- Highly structured method by which the
educator verbally transmits the info directly
to a group of learners
- Lecture = legere; ‘to read’
- Allows minimal exchange bet. the educator
& the learner
- Acquired skill that is perfected and learned
over time
- Ideal way of providing foundational
background information
- Describing patterns, ideas, & presenting
unique ways of viewing information

5 APPROACHES TO THE EFFECTIVE

TRANSFER OF KNOWLEDGE

1. Use opening and closing statements

 2. Present key terms
3. Offer examples
4. Use analogies
5. Use visual back – ups

3 MAIN PARTS OF A LECTURE

1. Introduction
- Captures attention, clarifies goals,
objectives and motivates the learner
2. Body
- Delivery of the content related to the topic
being addressed
3. Conclusion
- Wrap – up with the lecture
- Final section of lecture
- Summarizing the info provided on the
presentation

VARIABLES OF SPEECH
> Volume
> Rate
> Pitch / Tone
> Pronunciation
> Enunciation
> Proper grammar

BODY LANGUAGE
> Demonstrate enthusiasm
> Frequent eye contact
> Use posture & movement
> Use gestures
 WHEN USING SLIDES / POWERPOINT
> Don’t put all the content on the slide
> Use large font
> Don’t exceed to 25 words per slide
> Use graphics

2. Group Discussion
- Method of teaching where learners get
together to actively exchange information,
feelings and opinions
- Broad active teaching method
- Deep understanding & longer retention of
information

TYPES OF GROUP DISCUSSION

 Team Based Learning

- Innovative and newly popular teaching
method in nursing education
- Meant to enrich students learning
experience thru active learning strat
- Uses a structured combination of
individual and readiness tests

4 KEY PRINCIPLES OF TEAM BASED LRG

o Forming heterogeneous teams (5-

10 students)
o Stressing students accountability
o Providing meaningful team
assignments
o Providing feedback to students
 Cooperative Learning
- Methodology of choice for transmitting
foundational knowledge
- The educator is the center of authority in
class
- Group tasks are more closed ended
- Highly structured group work

4 KEY COMPONENTS OF COOPERATIVE LRG

= Extensive structuring of the learning tasks
= Strongly inactive student – student
execution of tasks
= Immediate debriefing on other
assessments
= Instructional modifications by the teacher

 Case Studies
- Opportunity to become acquainted with a
patient situation before discussion patient
and family needs
- Development of analytical & problem
solving skills
- Increase learner motivation & engagement
and help develop learning, writing skills
 Seminars
- Group of staff/nurses or students discuss
questions & issues that emerged from
assigned readings
- Functioning as a dynamic whole
- Pooled ignorance
- Reflection – on – action
 -develops critical thinking skills of nursing
staff in the workplace

3. One to one Instruction

- Either formal/informal
- Involves face to face delivery of info
- Has positive effect on patient education
- Formal: planned act
- Informal: unplanned act
- 15-20 mins

STAGES OF CHANGE
1. Pre contemplation Stage
- Non threatening manner so that the
learner becomes aware of the negative
aspects/ consequences of his/her
behavior
2. Contemplation Stage
- Support decision making by identifying
benefit
3. Preparation Stage
- Support a move to action by
contracting with the learner in
establishing small, realistic, measurable
goals
- Providing information on effective
ways
4. Action Stage
- Encourage constant practice of new
behavior to instill commitment
5. Maintenance Stage
 - Continue encouragement & support to
prevent relapse

4. Demonstration
- How to perform a certain skill
- Best suited to teaching individual or small
groups
- More effective when instructions are
explained verbally
- Effective in teaching psychomotor
scaffolding domain skills
- Incremental approach to sequencing
discrete steps of a process
- Provides learner with a clear & exact image
of each stage/skill
- Can be a passive activity for learners
5. Return Demonstration
- Attempt to establish competence by
performing a task with cues from the
educator as needed.
6. Gaming
- Method of instruction requiring the learner
to participate in a competitive activity
- Also called gamer generation/ net
generation
- Don’t have to reflect reality but are
designed to accomplish
- Effective for improving cognitive
functioning
- Interactive teaching method that creates a
dynamic environment for learning
 - Teaching method that is particularly
attractive to children
7. Simulation
- Trial & error method of teaching whereby
an artificial experience is created that
engages the learner
- Highly innovative teaching method to teach
health professionals
- A technique/ not a technology, to replace or
amplify experiences
- Allows participants to make decisions in a
safe & controlled environments

TYPES OF SIMULATIONS
> Written Simulations
- may use case studies about real or
fictitious situations
> Model Simulations
- Frequently used to teach variety of
students
>Clinical Simulations
- Can be set up to replicate complex care
situations such as a mock cardiac arrest
>Computer Simulations
- Used in learning laboratories to mimic
situations
8. Roleplay
- Method of instruction by which learners
actively participate in an unrehearsed
dramatization
 - Can be used to substitute for/ supplement
costly high-tech simulations to teach
students
- Min. 5 mins not more than 15-20
9. Role Model
- Called identification & emanates from
learning & developmental theories
- Known to achieve behavior change in the
affective dom.
10. Self-Instruction
- Mini course, self-instructional package
- Provide/design instructional activities that
guide the learner in independently
achieving the objectives of learning
- Sometimes difficult to identify as a singular
entity cuz of the variety of terms used to
describe it
- Used independently

MUST INCLUDE:
- Intro
- List of pre-requisite skills
- List of behavioral obj.
- A pretest
- Identification of resources
- Outline of learning activities

Computer Assisted Instruction (CAI)

- An individualized method of self-study using

technology to deliver an educational
activity
Methods Domain Learner Advantage Limitations
Role
Lecture Cognitive Passive Cost effective Not individualized

Group Affective Active- Stimulates High levels of

Discussion Cognitive sharing of intensity
ideas
One to one Affective Active Tailored to Isolates learner
Discussion Cognitive individual’s
Psychomotor needs
Demonstration Cognitive Passive Preview of Small groups
Psychomotor skill needed to
facilitate
visualization
Return Demo Psychomotor Active Immediate Labor Intensive
individual
guidance
Gaming Affective Active- Captures Environment too
Cognitive learner’s competitive for
enthusiasm some learners
Simulation Cognitive Active Practice Labor Intensive
Psychomotor reality in safe
setting
Role Play Affective Active Develops Exagg of
understanding underdevelopment
of others role
Role Model Affective Passive Helps with Req. rapport
Cognitive socialization
Self- Cognitive Active Designs Procrastination
Instruction Psychomotor package requires literacy
TECHNIQUES TO ENHANCE EFFECTIVENESS OF VERBAL
PRESENTATIONS

1. Present info enthusiastically

2. Include Humor
3. Exhibit risk taking behavior
4. Deliver material dramatically
5. Choose problem solving materials
6. Serve as a role model
7. Use anecdotes & examples
8. Use technology
9. Give positive reinforcement
10. Project an attitude of acceptance & sensitivity
11. Be organized & give feedback
12. Use questions
TYPES OF QUESTIONS THAT CAN BE USED TO
ELICIT DIFFERENT TYPES OF ANSWERS
A. Factual/ Descriptive Questions (WHO, WHY,
WHAT, WHERE)
B. Clarifying questions
C. Ask client to draw conclusions
13. Use tell back/teach back strategy
14. Know the audience
15. Use repetition & pacing
a. Repetition
- technique that strengthens &
reinforces learning by aiding in the
retention of info
b. Pacing
- refers to the speed at which info is
presented
 Skill Inoculation
- opportunity for repeated practice of
behavioral task

FACTORS DETERMING THE OPTIMAL RATE OF

TEACHING

- Learner’s previous history

- Attention span of the learner
- Domain & level of domain
- Learner’s eagerness
- Degree of progress in learning
- Learner’s ability to cope w/ frustrations
16. Summarize Important points

SETTINGS FOR TEACHING

- classified according to the need for health
education in the relationship to the primary
purpose of org.

1. Health Care Setting

- delivery of care is the primary/sole
function of the institution
Examples:
> Nurse Managed Centers
> Surgery Centers
> Physician Offices
> Outpatient Clinics
> Hospitals
> Wellness Centers
2. Health Care Related Setting
- offered as complementary function of the
agency
 Examples:
> American Heart Association
> Arthritis Foundation
> American Lung Association
> American Cancer Association
3. Non - Health Care Setting
- is incidental or supportive function of an
organization
Examples:
> Business
> Schools
> Church Associations
> Shelters
> Senior Centers