Hiiii, Student Nurse!

As a senior who have walked the same path you’re on now, it’s a privilege to share these review
materials with you, hoping they will assist you in passing your classes and reach your academic goals.
Reflect on the reasons you chose this noble profession – the lives you want to impact, the difference
you aim to make, and the passion that drives you forward. Hold onto these reasons. Let these
motivations be your guiding light through every challenge you face.
Also a quick note: if you decide to print these materials, please handle them responsibly and avoid
leaving them anywhere.
Study hard, stay focused, and keep that fire burning. I believe in you and your potential to become
amazing nurses.
With my sincerest encouragement,
Kisha Jayn A. Tulio, SN.
PRELIM
 o support system available from family &
friends to talk to.
o Being able to interact with others and
participate in the community in both an
independent and cooperative manner.
 the root essence of health is holistic balance or o “no man is an island”
wholeness.  Emotional
o derived from old English word for o ability to express one’s feelings &
“Haelth” means a thing complete itself. develop & sustain relationships.
o a state of your whole well being both o Ex: feeling of being loved and has
ability to love, achieving a sense of
body and mind.
fulfilment in life.
 According to the World Health Organization:  Spiritual
“Health is a state of complete physical, mental, o recognition of a supreme being.
and social well-being and not merely the o Sense of purpose and meaning in life.
absence of disease or infirmity.” (1948)  Sexual
 According to the World Health Organization: “A o acceptance & satisfactory expression
resource for everyday life, not the objective of of one’s sexuality.
o Sexual health requires a positive and
living. Health is a positive concept emphasizing
respectful approach to sexuality and
social and personal resources, as well as sexual relationships, as well as the
physical capacities.” (1986) possibility of having pleasurable and
o This means that health is a resource to safe sexual experiences, free of
support an individual’s function in wider coercion, discrimination and violence.
society, rather than an end in itself. A For sexual health to be attained and
healthful lifestyle provides the means to maintained, the sexual rights of all
persons must be respected, protected
lead a full life with meaning and and fulfilled.” (WHO, 2006a)
purpose.
o In 2009, researchers publishing in The
Lancet Trusted Source defined health
is the ability of a body to adapt to new  The process of educating or being educated to
threats and infirmities. gain or learn knowledge, skills, and insights to
their varied application.
o Interactive process of imparting
knowledge through sharing, explaining,
clarifying and synthesizing the
 Environmental substantial content of the learning
o physical environment where people
process.
live: housing, transport, sanitation,
pollution & pure water facilities  EDUCATION IS THE KINDLING OF A FLAME,
 Societal NOT THE FILLING OF A VESSEL. –
o link between health & way a society is Socrates
structured, includes: shelter, peace,
food, income and the degree of
integration or division within the
society.  APPLICATION
o Adequate supply of food, safe water, o To promote and maintain the health of
good nutrition and sanitation. clients
o It is the feeling as a part of society.  DEVELOPMENT
o To meet the learning needs of clients

 Physical
o state of fitness not being ill.
o Absence of disease; harmony being at  Act of providing information and learning
peace with God, self, and community. experiences for behavior change and improved
 Mental for health of the client.
o belief in one’s own worth (self-esteem) o Obtaining knowledge through
o feeling good & able to cope. exchange of information from the
o Mentally stable teacher and the learner to facilitate
 Social understanding of the need for change.
 Teaching people about health that comprises a  Patient’s Room
combination of learning experiences designed  OPD of Hospitals & Clinics
to facilitate voluntary adaptations of behavior  Health Centers
conducive to health.  Community Barangay Hall
o A process that will facilitate learning  Homes
and behavioral change like for instance  Public Plaza or Places
the nurse as health educator will
provide information or health teaching
to the patient on how to maintain good
health and prevention of illnesses.
 Physical fitness for sports competition
 Purpose: The purpose of health education is to
 Middle Dark Ages (500 B.C.-A.D. 1500)
promote healthy lifestyle, community actions,
 observed sports competitions in honor
and conditions.
of their gods and goddesses and in
o Dissemination of information regarding
preparation for wars and good health at
good health practices and disease
an old age.
treatment and prevention.
 Education is essential for them in order
o Not only enhancing the ability to make
to participate in Greek culture.
positive healthy lifestyle but supporting
social actions that will promote health
 Competitors had to undergo vigorous
physical and mental trainings in order
and quality of life in communities.
to win. - Rubinsun & Allis (1984)
 Athenians and Spartan’s educational
system.
 Good Health Practices
o Food and water intake, exercise,
doctor’s regular check-up
 Proper Use of Medication and Rehab
 Surgery – Anatomical Dissection
Regimen  The Era of Enlightenment witnessed a
o Teaching and guiding of proper breakthrough in history of health
medicine administration or health education. Growth and development of
regimen. natural sciences including medicine.
 Recognition Of Early Symptoms of Disease  In this 1751 woodcut, the anatomical
o Help facilitate check-ups for early
dissection of a convicted murderer
detection of diseases.
 Community Support for Phc & Gov’t Control takes place in the surgeon's hall.
Measures  In the 18th century, only the bodies of
o Wide range of coordinated services executed criminals could legitimately
including prevention, health promotion, be used for this purpose.
and treatment.

 Diseases - Midwives’ & nurses’ roles in

 Demonstrations campaigning against infectious diseases
o Shows how a procedure is done with  The 20th century gave a spark to the
the proper materials groundbreaking discoveries in natural
 Words Of Mouth and technical sciences, as well as to
o Spreads accurate medical information the progress in prevention, diagnostics
through truth-telling. and therapy. Medical knowledge
 Use Of Visual Aids overpasses
o Maximizes availability of visuals to  Modern medicine brings new
promote health such as pictures, approaches, treatments and
images, and infographics. possibilities of preventive measures to
 Use Of Films the formerly incurable diseases.
o Utilizes films as an easy and available However, modern age also brings new
means to inform without being too illnesses of epidemic nature.
formal.
 Academic – Academic educator status is
advanced
  By having ideas or knowledge about  Fewer Insured & More Underinsured Citizens
the history, we were able to have a  More Outpatient Care
clear understanding of the position and  Shift To More Home Care
level of the health education in  Use Of Less Invasive Forms of Treatment
respective historical periods; that is to  Greater Interest in Herbal Supplements
know and interpret history, analyze  Computerized Medical Records System
present and contemporary issues
about health education.

 Necessary Roles – Health care workers

have become natural educators 1. Promote healthy behaviors
o Health education now is more 2. Increase physical activity, fitness & improve
advanced with the help of modern nutrition
technology. 3. Reduce tobacco, alcohol & drug use
4. Reduce unintentional injuries
5. Reduce STI/ HIV.
6. Reduce violent and abusive behavior
 Trainers 7. Enhance educational and community-based
o Nurses give lectures, trainings on programs
specific field in nursing by the help of 8. Improve environmental health
his or her experiences or 9. Ensure food and drug safety
specializations and expertise 10. Improve maternal and infant health
 Clinical Instructors in the Clinical Setting 11. Reduce diabetes, heart disease and stroke
o Have a positive influence in clinical 12. Prevent and control cancer
education 13. Increase immunizations and prevent infectious
diseases

 Biological Aspect
o Bottled water container – has ethylene 1. Promote healthy behaviors
that may cause cancer 2. Protect health
o Frozen foods – may cause cardiac 3. Access to quality health care
ailments 4. Strengthen community prevention
o Vetsin – may cause Alzheimer
o Computer – affects vision
o Modern appliances and devices –may
create health hazard (radiation)
 Psychological Aspect
o Exposure to drugs & alcohol – strongly
connected to mental illness
o Psychological abuses – trauma that  Is a systematic, sequential, logical scientifically
cause psychological imbalances based, planned course of action consisting of
 Sociological Aspect teaching and learning (Bastable, 2007).
o Society’s role – strongly connected to  a teaching-learning process occurs before the
environmental problems lesson begins and continues after the last
o Early marriages and pregnancy – lesson ends.
physical and psychological  It is a cycle that involves a teacher and a
unpreparedness learner.

 Increased Older Adult Population  Assessment

 More Chronic but Preventable Illnesses o It is a process that provides the nurse
 Growing Number of Older Adults with Cognitive educator with information regarding the
Disease learners’ knowledge and skills needed
 Higher Incidence of Drug Resistance Infections in transferring knowledge and skill to
the learners.
 Greater Success in Organ Transplantation o information where the learning is at
 Continued Rising Cost of Health Care  Planning
 oIt involves what the learner needs to
learn and how the nurse educator is
going to initiate the teaching process.
 Education demands a healthy environment
o It indicates teaching timeline and conducive to effective assimilation of
specific sets of learner activities knowledge and skills learned.
o organization of content, methods,  Barriers to Education may exist to prevent or
setting, and timeline reduce student’s ability to avail of their right to
 Implementation and Application of the quality education.
Teaching Plan
 Barriers to education can take many forms.
o This includes procedures or techniques
and strategies that the teacher will use They can be physical, technological,
to best implement the plan. systematic. financial, or attitudinal, among
o techniques and procedure to connect others.
the theoretical to practical
 Evaluation
o Is the measurement of the teaching-
learning performance both teacher and
the learner. - includes physical, social, and personal beliefs, and
values.
 A1. physical disability
o Students with physical disabilities
 Teaching
encounter physical barriers to
o An attempt to assist students in
educational services like ramps, heavy
acquiring or changing some skill,
doors, poor lighting, and even poor
knowledge, ideal attitude, or
toilets.
appreciation.
o A deliberate intervention involving the  A2. NEGATIVE ATTITUDES AND
planning and implementation of STEREOTYPES
instructional activities and experiences o Negative attitudes among students and
to meet the intended learner outcomes teachers to students present a huge
based on the teaching plan. challenge to learning. Stereotyping and
labeling compound the issue.
 Learning  A3. POVERTY
o Acquisition of knowledge or skills o Students lack the resources to sustain
through experience, study or by being the educational cost of paying school
taught. fees and doing projects on top of daily
allowances for food and transportation.
 A4. RELEVANCE OF SCHOOL
o If facts and skills are not seen to
 Teacher
connect to real life, the learning of
o motivates and inspire students.
students is hindered.
 Learner
o develops skills and knowledge
 A5. CAPABILITIES, BELIEFS, AND VALUES
o Genetics and culture affect to an extent
 Subject Matter
curricular comprehension and
o instructional materials, activities or
retention. Fixed mindsets affect
topic being learned by the learner.
negatively while growth mindsets affect
positively.

 Be:
o committed
Includes physical facilities, philosophy, and support.
o creative
▪ stimulate intellectual  B1. INADEQUATE FACILITIES
inquisitiveness as well as o Insufficient rooms, laboratories, and
exploratory and critical thinking facilities to cater students for rich
o Intuitive learning experiences.
▪ teacher is able to identify the  B2. PHILOSOPHY OF THE SCHOOL
students style of intelligence o Schools have their own values, beliefs
and based on this knowledge. and practices. Schools may not adhere
 It is in the performance of actions & interaction to the standards of education or
of teacher with his students that LEARNING accreditation.
TAKES PLACE.  B3. LEGAL FRAMEWORK
o Free education, prohibition of pregnant
students and early marriages, and
 unregistered births are bound by  Emphasizes actualizing health potential and
legalities in the school and the society. increasing the level of well-being using health-
 B4. ISSUES OF SAFETY promoting behaviors rather than avoidance of
o Schools that are too remote, rampant disease behaviors.
cases of violence and bullying,
inadequate hygiene and sanitation o Health Promotion
facilities, and lack of support group ▪ defined as a behavior
pose problems in the safety of the motivated by the desire to
students. increase well-being and
 B5. ACCOUNTABILITY MOVEMENT actualize human health
o This is the general term for groups potential. It is an approach to
outside the school that pressure the
health.
schools to make decisions according to
the movement’s expectations (i.e., o Health Protection or Illness
strong sports program) Protection
▪ described as behavior
motivated desire to actively
Includes qualifications, preparations, values, and avoid illness, detect it early, or
certifications maintain functioning within the
 C1. QUALIFIFCATIONS AND VALUES constraints of illness.
o Education is linked to the ability,  Nursing Practice
personality, traits, and values including
the teachers’ outlook in life and in
teaching.
 C2. PROFESSIONAL PREPARATION
o Alignment of health teacher to
professional health teaching. “Anyone
can teach health” is a misconception.
Certifications from trainings will greatly
help in the preparations.
 C3. COLLABORATION WITH OTHER
DISCIPLINES
o The teacher sees education holistically
thus using wisdom and expertise of
experts in some specific fields to enrich
learning. Students see the course not
detached from other disciplines.
oWe are moving toward an era of
science-based practice in nursing that
 How much these differences create educational incorporates the latest findings from the
barriers? behavioral and biological sciences into
o Gen X, Gen Y, Gen Z, Gen Alph practice to assist people of varying
cultural backgrounds to adopt healthy
lifestyles – Pender
o “Prevention is better than cure”
o The model can be used to prevent
diseases and health-related infections
 Committed herself to the proactive stance of or injuries.
health promotion and disease prevention with o Nurses may consult clients to promote
the conviction that it is much better to well-being explaining the patient’s risk
experience exuberant well- being and prevent factors.
disease than let disease happen when it is o Nurses plan for behavior modification
avoidable and then try and cope with it. to assist patients in health
improvement.
 Health promotion and disease prevention o Nurses may help prevent unhealthy
should be the primary focus in health care. behaviors.
When health promotion and prevention fail to  Community Health Care Setting
prevent problems, then care in illness becomes o is the best avenue in promoting health
the next priority. and preventing illnesses.
 o Using Pender’s Health Promotion  D – Diagnosis and…
Model, community program can focus  E – Evaluation
on activities that improve the well-being
of the people.
o Examples: Children are taught in the
 P – Policy
family the value of eating a balanced
 R – Regulatory and…
diet and the disadvantages of vices
 O – Organizational
such as smoking and drinking alcoholic
 C – Constructs in…
beverages.
 E – Education and…
 E – Environmental
 Increased health awareness in a community  D – Development
where this is applied. Healthy lifestyles have
become more significant.
 Enjoined hospitals in educating staff on how to
➢ PRECEDE
promote health-related behaviors.
 Define.
 Made nurses to become leaders in well-being
 Identify causes.
promotion knowledge.
 Identify signs and symptoms.
 Increased disease prevention.
o Phase 1: Identifying the ultimate
 Helped investigate major causes of specific
desired result.
diseases through medical researches and
o Defining the ultimate outcome. The
studies
focus here is on what the community
wants and needs, which may seem
unrelated to the issue you plan to focus
 While the health promotion theory can be on. What outcome does the community
applied individually or by group, generally, this find most important? Eliminating or
theory leans more towards a group reducing a particular problem like poor
application. health (many are sick and cannot be
 It is a cost-benefit evaluation framework that consistently in school) of children?
can help health program planners, policy Addressing an issue like rabies through
makers and other evaluators analyze situations street dogs? Improving or maintaining
and design health programs efficiently. certain aspects of the quality of life like
 Active participation of the community that will less noise, air, and water pollution?
take a huge part in defining their own problems, Improving the quality of life in general
establishing their goals and developing their (increasing medical assistance to
solutions. people through checkup caravans or
o if you’re developing an intervention to medical missions?
address a health or community issue. It o This phase starts with the collection of
makes no sense to pick an issue at demographic data, which is then
random, and to use whatever service presented to the community to help
happens to be available to try to citizens decide on priorities. The way to
address it. You have to consult with the determine what citizens want for their
community, understand and analyze community is to ask them. There are a
community information, your own and number of options here, which can be
others’ observation, and the context of used individually or in combination,
the issue to create an intervention that including:
will actually bring about the changes o Community surveys
the community wants and needs. o Focus groups
o Phone interviews
 P – Predisposing o Face-to-face interviews
 R – Reinforcing o Questionnaires in public places
 E – Enabling
 C – Constructs in…  Identify the health determinants of the given
 E – Educational problems and needs.
o Phase 2: Identifying the issue. In achievement of the final outcome that
Phase 2 of PRECEDE, you look for the was identified in Phase 1 of the model.
issues and factors that might cause or
influence the outcome you’ve identified  Analyze the behavioral and environmental
in Phase 1 (including supports for and determinants of the health problems.
barriers to achieving it), and select
those that are most important, and that
can be influenced by an intervention.  PREDISPOSE: Any characteristic of a person
It’s important to analyze the issues or population that motivates behavior prior to
carefully, and to make sure that you’ve occurrence of that behavior. Includes individual
chosen the right ones. What would the knowledge, belief, values and attitudes.
elimination of a particular factor make o Predisposing factors are intellectual
possible, for instance, that isn’t and emotional “givens” that tend to
possible already? make individuals more or less likely to
o HOW DOES A PARTICULAR ISSUE adopt healthful or risky behaviors or
CREATE A BARRIER TO THE lifestyles or to approve of or accept
DESIRED OUTCOME? particular environmental conditions.
o Are these genetically caused? If so, Some of these factors can often be
there is less influence a specific plan influenced by educational
can do to genes among people. Maybe interventions. They include:
the means to help will be to lessen o Knowledge. You’re more likely, for
effects of genetic traits pass on like instance, to avoid sunburn if you know
families with cancer. it can lead to skin cancer than if you
o The behavior referred to here is a don’t.
specific, observable, often measurable o Attitudes. People who have spent their
– and usually customary – action. youth as athletes often come to see
Some behaviors put people or regular exercise as an integral part of
communities at more or less risk for life, as necessary and obvious as
health or other problems. regular meals.
o A lifestyle is a collection of related o Beliefs. These can be mistaken
behaviors that go together to form a understandings – believing that
pattern of living. Some lifestyles may anything low in fat is also low in calories
put people and communities at risk of o Values. A value system that renounces
health and other problems. An example violence would make a parent less
of high-risk lifestyle is when in a likely to beat a child, or to be physically
community there is a very small abusive to a spouse or other family
number of people exercising which member.
explains many people in the same  ENABLE: Those characteristics of the
community dying of heart attacks. environment that facilitate action and any skill
o The environment of a particular issue or resource required to attain specific behavior.
or problem can refer to the natural, They include programs, services, availability &
physical environment – the character accessibility of resources or new skills required
and condition of the water, air, open to enable behavior change.
space, plants, and wildlife, as well as o Enabling factors are those internal and
the design and condition of built-up external conditions directly related to
areas. But it can also refer to the social the issue that help people adopt and
environment (influence of family and maintain healthy or unhealthy
peers; community attitudes about behaviors and lifestyles, or to embrace
gender roles, race, childrearing, work, or reject particular environmental
etc.), conditions. For example: Availability of
o In general, behaviors, lifestyles, and resources. People with dental
environmental factors are what an problems, for instance, are much more
intervention sets out to change. The likely to get help if services are readily
changes in these areas in turn affect available at a reasonable and
the crucial issues, and lead to the affordable price.
 REINFORCE: Rewards or punishment adjustments when necessary.
following or anticipated as consequence of o Policy and regulatory issues have to do
behavior. These serve to strengthen the with the rules and restrictions – both
motivation for behavior change. They include internal and external – that can affect
social or peer support etc. an intervention, and their levels of
o Reinforcing factors, are the people and flexibility and enforcement.
community attitudes that support or
make difficult adopting healthy ➢ PROCEED
behaviors or fostering healthy
environmental conditions. These are  Evidence-based interventions identified in
largely the attitudes of influential Phase 5 are implemented
people: family, peers, teachers, o At this point, you’ve devised an
employers, health or human service intervention based on your analysis.
providers, the media, community
leaders, and politicians and other  Process of evaluating interventions done.
decision makers. An intervention might o This phase isn’t about results, but
aim at these people and groups – about procedure. The evaluation here
because of their influence – in order to is of whether you’re actually doing what
most effectively reach the real target you planned.
group.
 Involves evaluating the impacts of the
interventions done on the factors supporting the
 Ascertains which health promotion, education behavior and on the behavior itself.
or policy-related intervention would best be o Here, you begin evaluating the initial
suited to encourage behavioral or success of your efforts. Is the
environmental changes and factors that intervention having the desired effect
support those changes. on the behavioral or environmental
o Identifying “best practices” and other factors that it aimed at changing.
sources of guidance for intervention
design, as well as administrative,  Determines the ultimate effect of the
regulation, and policy issues that can interventions on the health and quality of life of
influence the implementation of the the population.
program or intervention. Phase 4 helps
o Outcome Evaluation. Is your
you look at organizational issues that
intervention really working to bring
might have an impact on your actual
about the outcome the community
intervention. It factors in the effects on identified in Phase 1? It may be
the intervention of your internal completely successful in every other
administrative structure and policies, way – the process is exactly what you
as well as external policies and planned, and the expected changes
regulations (from funders, public made – but its results may have no
agencies, and others).
effect on the larger issue.
o Administrative issues include
organizational structure, procedures,
and culture; and the availability of
resources necessary for the
intervention.
o The organizational structure may be  Early pregnancy.
hierarchical, democratic, collaborative,
or some combination, and may be
 Lacks guidance from information; family size;
more or less rigid or flexible within each
sex education.
of those categories. It should be
appropriate to the design of the
 Peer influences and pressures; parents not
intervention (e.g., allowing for staff
good role models; exposure and access to
decisions in the field in a gang outreach
pornographic materials.
program), and flexible enough to make
 chances of getting a certain condition
o this alone is often not enough to cause
 PREDISPOSE: Disobedient to parents and behavior change.
elders; teens focus on love life than studies;  Perceived Severity
teens seeking security in opposite-sex o refers to a person’s belief about the
relationships; curiosity and sexual seriousness or severity of a disease.
aggressiveness Severity can be based on medical
 ENABLE: Conduct sexual and reproductive consequences, like death or disability,
health education in schools; proper guidance or personal beliefs about how the
and monitoring of parents; teen/adolescent condition or disease would affect their
clubs and organizations for worthwhile causes life.
 REINFORCE: Strengthen family ties; impose o Feelings about the seriousness of the
corrective discipline; create/ expose to positive consequences of developing a specific
peer influences. health problem
 Perceived Benefits
o refer to a person’s opinion of the value
 Do counseling; organize community groups or usefulness of a new behavior in
lowering the risk of disease. To make a
 Strengthen moral convictions on learning how change, people must believe that the
to say NO; use contraceptives (?); join change will have a positive result.
productive community groups (like sports and o Refers to the patient’s belief that a
civics) given treatment will cure the illness or
help to prevent it.
 Teens should know limitations when engaging  Perceived Barriers
in relationships; proper knowledge of o are the most significant factor in
contraception. determining behavior change.
Perceived barriers are a person’s view
 Growth in knowledge of wise choices over peer of the obstacles that stand in the way of
influences; safest contraception is abstinence; behavior change. Barriers can be
knowledge of other contraceptives; valuing tangible or intangible. Tangible barriers
respect and self-control can be a lack of financial resources,
lack of transportation, childcare needs,
 Comprehensive sexuality education, easy etc. Intangible barriers may be
access to teen-friendly reproductive health psychological, like fear of pain,
services, and providing productive teen embarrassment or inconvenience.
organizations are key reasons for lowering o Potential negative aspects of taking
incidence of teen pregnancies specific actions
 Cues To Action
o are events, people, or things that
trigger people to change behavior.
 Developed in 1950 by Hochbaum, Rosenstock, Advice from others, the illness of a
and Kegels working in US as Public Health family member or social media can
Services. provide cues.
 A psychological model that attempts to explain o Strategies to activate “readiness”
and predict health behaviors. This is done by necessary for promoting engagement
focusing on the attitudes and beliefs of in health-promoting behaviors.
individuals.  Self-efficacy
 Developed in response to failure of free TB o Confidence in one’s ability to
health screening program. o take action
o a person’s confidence and belief in
 Perceived susceptibility ability to take action or perform a given
o The subjective perception of risk in behavior. People generally do not try to
developing particular health condition. adopt new behaviors unless they
o refers to a person’s belief about their believe they can do them. A person
who thinks altering their behavior is
 worthwhile (perceived benefit) but is o Additionally, people may face social
unsure of their ability to make a change consequences
is unlikely to attempt lifestyle changes. o A program may offer free screening
and free diet counseling to decrease
expenses, and may carry out education
and screening outside of normal work
 Perceived Susceptibility hours to increase convenience.
o Unless people feel that they are at risk,  Cues to action
they are unlikely to change their health o include those things that get people
behavior. thinking about the disease or health
o Thus, people with family members who condition and taking action. These may
are diabetic may be more likely to include advertisements, commercials,
believe they are susceptible to diabetes public service announcements,
than others because they’ve seen real posters, pamphlets, and word of
evidence. People who are young and mouth.
healthy may believe that they are very o The more cues to action people are
unlikely to develop diabetes. exposed to, the more they are likely to
o One way to increase people’s belief consider change
that they may be susceptible is to  Self-Efficacy
provide repeated education about the o People are unlikely to make changes if
disease, including statistics about they believe that they will fail or that
prevalence in the community.. changes will make no difference.
 Perceived Severity o A lack of confidence can be a big
o People are more likely to undergo barrier to overcome, so nurturing self-
screening and change behavior if they efficacy should be an ongoing concern
believe that the consequences of for any program.
developing diabetes are severe, o This may include providing positive
although this alone is not often a feedback and giving rewards for
motivating factor. participation and compliance.
o To help people understand the severity Participants may be encouraged to use
of diabetes, community education may tools, such as daily logs, to help build
include information about how diabetes their confidence.
can lead to kidney failure, impotence, o Last, but certainly not least, is general
stroke, heart disease, ulcers, motivation. Some people are simply
blindness, and amputation. The more motivated to make positive
purpose of this type of information is to changes and to show concern for
create fear of the disease so that health than others, and the reasons for
people respond by making changes. that can be very complex.
 Perceived Benefits o The health belief model works on the
o Regardless of other considerations, foundational proposition that people
people are unlikely to change behavior are generally not motivated to change
unless they believe they will get until they believe they are susceptible
something out of it. and have sufficient self-efficacy to carry
o Education must stress these benefits, out changes. Lacking motivation and
such as better strength, better stamina, self-efficacy, people are more likely to
and longer life. engage in denial and rationalization
o A program may offer free attractive than to change behavior.
activities, such as exercise groups and
cooking lessons.
 Perceived Barriers
o People are unlikely to change behavior  Perceived Susceptibility
if doing so is too difficult. Some o Youth believe they can get STIs or HIV
common barriers include the cost, time or create a pregnancy.
needed, inconvenience, and  Perceived Severity
discomfort involved. o Youth believe that the consequences
 of getting STIs or HIV or creating a
pregnancy are significant enough to try
to avoid.
 Perceived Benefits
o Youth believe that the recommended
action of using condoms would protect
them from getting STIs or HIV or
creating a pregnancy.
 Perceived Barriers
o Youth identify their personal barriers to
using condoms (i,e., condoms limit the
 Performance accomplishments
o when the person has accomplished
feeling or they are too embarrassed to
something with what he did, he is
talk to their partner about it) and
triggered to have stronger belief in his
explore ways to eliminate or reduce
capability
these barriers (i.e., teach them to put
lubricant inside the condom to increase  Vicarious experiences
sensation for the make and have them o are experiences of others that achieved
practice condom communication skills success in some endeavors. The
to decrease their embarrassment successes are modeled. This also is a
level). trigger to a person to believe in his own
capability.
 Cues to Action
o Youth receive reminder cues for action  Verbal persuasions
in the form of incentives (such as o others who present realistic beliefs that
pencils with the printed message “no the person is really capable of doing
glove, no love”) or reminder messages what is to be done. This is another
(such as messages in the school trigger to believe his capacity.
newsletter).  Emotional arousal
 Self-Efficacy o is brought about by self judgment to
o Youth confident in using a condom see himself able to do what needs to be
correctly in all circumstances. done.

✓ Bandura notes that the most influential of these

all is previous performance accomplishments.
 Concerned with judgment of personal capability ✓ Because the person has self-efficacy, believing
(to be capable or power of producing results). he is capable of doing what needs to be done,
 producing results). his mind grasps this (cognitive processes) and
 Albert Bandura sees (competency perceptions) he is
o A psychologist known for his Self- competent to do so thus, the outcome is done
Efficacy Theory Observational in the form of changed behavior.
learning, modeling and imitation.
 Confidence is a nondescript term that refers to  Self-efficacy in Nursing and Health Care
strength of belief but does not necessarily o Self-efficacy has proven to be useful in
specify what the certainty is about… Perceived predicting course of health behavior.
self-efficacy refers to belief in one’s agentive o The use of self-efficacy theory for the
capabilities, that one can produce given levels nurse as educator is relevant to
of attainment. developing educational programs
o Nondescript – lacking interesting o The behavior-specific predictions of the
features theory can be used for understanding
 Self-efficacy is cognitively appraised and the likelihood of individuals to
processed through (1) accomplishments, (2) participate in existing educational
experiences, (3) persuasions, (4) and health programs.
emotional arousal o Educational strategies such as
modeling, demonstration, and verbal
reinforcement parallel modes of self-
efficacy induction.
  School
 Benefits of Patients with Self-efficacy o Acquire the knowledge and problem
o Not only does self-efficacy provide solving skills essential for participating
benefits for cancer patients, but it also effectively in society and for continues
helps patients with renal disease to self-development.
gain weight—an important goal in this o Those who have a sense of efficacy in
sort of disease (Tsay, 2003). Self- mastering academic tasks tend to learn
efficacy can enhance the quality of life better in formal school environment as
for patients receiving dialysis as well well as in informal environments
(Tsay, 2002), and results in increased outside the school.
exercise and better post-surgery  Adolescence
performance in joint-replacement o The success with which the risks and
patients (Moon & Backer, 2000). challenges of adolescence are
o Cancer patients with high self-efficacy managed, depends on the strength of
have higher intentions to quit smoking, personal efficacy built through prior
participate in screening programs more mastery experiences.
frequently, and adjust to their diagnosis o Risk: Sexual behaviors and Drug
better than those with low self-efficacy Abuse
(Lev, 1997).  Adulthood
o They are more likely to adhere to o Contains roles concerned with
treatment, take care of themselves, partnerships, marriage, management
and experience fewer and less severe of finances.
physical and psychological symptoms o Efficacy is important for parenting:
(Lev, 1997). ▪ Promote children’s
competencies
▪ Exercise control against
 Infancy children’s high risk behavior
o Actions can influence their physical and ▪ Model involvement in the
social environment. community
o By observing others around them,  Advancing Age
infants have models of what effects can o Key threats to self-efficacy are: loss of
be produced by particular sets of memory and losing healthy physical
actions. functioning.
 Family Relations
o Parents can create the development of
their infant’s self-efficacy by being:
▪ Responsive to communicate
behavior
▪ Providing an enriched physical
environment
▪ Freedom for exploration
▪ Varied mastery experiences
▪ above strategies can result in
greater SOCIAL, LINGUISTIC,
COGNITIVE Growth.  Learning
 Peer Relations o Acquisition of knowledge, skills and
o Self-efficacy in developing attitude that changes a person’s
relationships with peers. behavior.
o Outcomes range from coercive o Process by which experience or
aggressive displays (friendliness, practice results in a relatively
rejection from pro-social peers, permanent change of behavior
academic failures, poor parental  What do we learn?
monitoring = association with a o Simple Responses
delinquent peer group). ▪ behavior which occurs in the
 presence of a new stimulus  Actively involve learner in learning process
o Muscular Habits  Provide environment conducive to learning
▪ We develop highly coordinated  Assess extent to learning is ready to learn
skills and sequences of  Determine the perceived relevance of the
behavior when such learning information
involves mainly the use of  Repeat information
muscles also known as motor  Generalize information
learning.  Make learning a pleasant experience
o Personal Responses  Begin what is known and move toward what is
▪ Symbolic interpretation unknown
involving past experiences.  Present information at appropriate rate
▪ Interpretation in terms of what
is already stores in the brain.
o Attitudes
▪ We learn to respond readily to
selected aspects of the
environment.
▪ We learn such as being loving
cooperative, honest, caring,
and trustworthy.
o Emotional Responses
▪ We learn to fear high places or
enclosed places, blush on
certain situations, and smile
happily to friends.
o Problem Solving
▪ Learn to think and solve the
puzzles the world presents.
o Language
▪ We learn words and
combination of words,
mathematical and other
symbols.
o Personality
▪ Combination of emotional,
attitudinal, and behavioral
response patterns of an
individual.
▪ Extrovert or sociability.
o Motives
▪ What prompts the person to
act in a certain way or at least
develop an inclination for
specific behavior.

 Use of several senses:

o 10% - retention in reading
o 20% - hearing
o 30% - seeing or watchinh
o 50% - see and hear
o 70% - say
o 90% - say and do
MIDTERM
 1. Learning Needs
 Culture
 what learner needs to learn
o Learned set of shared norms &
2. Learning Readiness
practices – direct thinking, decisions
 learner receptive to learning
and actions.
3. Learning Style
o Affects health behaviors, & educational
 how learner best learns
approach we use.
o Culture is:
▪ learned & transmitted from one
 Informal Conversation or interviews between
generation to another.
nurse & patient
▪ Created through interactions
 Structured Interviews
with specific individuals
 Written Pretest & Post Test
▪ Patterned from repetition of
specific behavior
 Observation of Health Behaviors over a period
of different times
▪ Evaluative, values are
reflected in individual
behaviors
1. Identify the learner.
 Age/Aged
2. Choose the right setting.
o Need more time to learn, more
3. Collect data on the learner.
sessions
4. Include the learner as a source of information.
o Enjoy learning in a group to address
5. Include members of the Health Care Team
issues: isolation, fear, anxiety
6. Determine Availability of Educational
o hearing deficits – face client, speak
Resources
clearly – slowly- loudly, avoid shouting
7. Assess demands of the Organization
o Visual- Use large print materials &
8. Consider time management issues
letters
9. Prioritize Needs
 Emotional Status
o hampers ability to learn & affects
effectiveness of Teaching : depression,
1. Mandatory Learning Needs
stress, denial, fear, anxiety.
• immediately- life threatening
o examples: room mates disagreement, 2. Desirable Learning Needs
relationship issues, separation anxiety, • To promote well-being
fear of failures 3. Possible “ Nice to Know” Learning Needs
 Socio economic level • not directly related to daily activities
o income, educational level, occupation
or employment.
o No resources needed to comply • Physical Readiness
medical regimen o ability- adequate strength, flexibility &
o Factors beyond client’s control: endurance
income, transportation & local o task to be mastered
availability. o free from noise & distractions
o health status ( good health or ill )
 Literacy
o gender
o ability to read & understand what is ▪ male (less inclined to seek
being read consultation)
o Use materials that are consistent with ▪ female (more receptive to
client’s reading ability. medical care/ health teaching)
o Materials too high a level – useless as • Emotional Readiness
they will not be understood , too low a o anxiety level
level/ too simplistic are of some value. ▪ some anxiety contributes to
learning, too much interferes
o Illiterate- written communication
with learning ability.
obviously can’t be used. o Support System
o Illiteracy has effect on compliance,
learning, & health.
 ▪ if weak or absent - sense of o American educational theorist whose
insecurity, despair, frustration, interests and publications focus on
& high level of anxiety. experiential learning, it involves the
o Motivation individual and the environment.
▪ cue is when learner starts o Educational theorist best known for his
asking questions & shows theory of experiential learning.
interest in what the teacher is ▪ experiential cycle
doing or saying. concepts divides the
o Risk-Taking Behavior learning process into
▪ activities undertaken without cycle.
much thought to what their o His learning cycle is based on jean
negative effects might be. paigets focus on facts that learners
o Frame of Mind create knowledge through interaction
▪ depends on learners priorities with the environment.
of his needs determine his o According to Kolb: “ Learning is the
readiness to learn. (Maslow’s process whereby knowledge is created
Hierarchy of needs) through the transformation of
o Developmental Stage experience. Knowledge results from
▪ peak time for readiness to the combination of grasping
learn “TEACHABLE experience and transforming it. ” –
MOMENT” (1984)
 Experiential Readiness
o Previous learning experiences
affect willingness to learn:
▪ pleasant
▪ unsatisfying
▪ humiliating
▪ frustrating
o Orientation
▪ client’s point of view
• Parochial
Orientation
o close minded
thinking,
conservative,
less willing to
learn new
materials
• Cosmopolitan
Orientation  Best known & widely used questionnaire based
o more on KLS.
receptive to  Computerized assessment allows students to
new or discover their learning style & provide
innovative information on how teachers can use this
ideas like the information to best serve students as well as
current trends strategies for accommodating different
in health learning style.
education.
• Knowledge Readiness
o Present knowledge base
▪ “stock knowledge“ how
much one already knows
about the subject matter.
o Cognitive ability
▪ learners capability of
learning, includes
memorizing, recalling,
recognizing concepts /
ideas.

• David Kolb
  Can solve problems and make decisions by
finding solutions to questions and
problems.
 More likely excels in Technical, Business
and Engineering concerns
4. Accommodators/Accommodating
 (Doing and Feeling)
 learning style is 'hands-on', and relies on
intuition rather than logic.
 These people use other people's analysis,
and prefer to take a practical, experiential
approach.
 They are attracted to new challenges and
experiences, and to carrying out plans.
 They commonly act on 'gut' instinct rather
than logical analysis.
 They tend to rely on others for information
than carry out their own analysis.
1. Diverger, Diverging  This learning style is prevalent and useful
 (Feeling and Watching) in roles requiring action and initiative.
 Able to look at things from different
perspectives.
 Sensitive
 Prefer to watch rather than do, in gathering
information and emphasizes innovative and
imaginative approach of doing things to
solve problems.
 They perform better in situations that
require ideas-generation, for example,
brainstorming and cooperative group
activities.
 They tend to excel in the Arts, Journalism
and Language.
2. Assimilators/Assimilating
 (Watching and Thinking )
 learning preference involves a concise,
logical approach • Concrete Experience (Feeling)
 Ideas and concepts are more important o this can either be new experience or re
than people. imagine that already happened.
 These learner require good clear o the key to learning is involvement.
explanation rather than practical o Learning from specific experiences and
opportunity. relating to people.
 They excel at understanding wide-ranging o Sensitive to other’s feeling
information and organizing it in a clear
logical format • Reflective Observation (Watching)
 People with this style are more attracted to o after engaging in the concrete
logically sound theories than approaches experience, the learner steps back to
based on practical value. reflect on the task
 In formal learning situations, people with o this stage in the learning cycle allows
this style prefer readings, lectures, learner to ask questions and discuss
exploring analytical models, and having the experience with other
time to think things through. o communication at this stage is vital.
 They excel in Science, Physics, Math and o Observing before making a judgement
designing projects & experiments. by viewing the environment from
3. Converger/Converging different perspectives.
 (Doing and Thinking) o Looks for the meaning of things
 Concerned with problem solving and uses • Abstract Conceptualization (Thinking)
this learning style in finding solutions to o This is the learning cycle where in you
practical issues. make sense of the event , the learner
 Prefer technical tasks, and are less attempts to draw conclusion of the
concerned with people and interpersonal
aspects.
 experience by reflecting on the prior  Document Literacy – the skills needed to
knowledge. understand and use information in maps,
o Logical analysis of ideas and acting on schedules, etc.
intellectual understanding of situations.  Quantitative Literacy – the ability to
 Active Experimentation (Doing) understand numbers in printed materials or
o This is the testing stage having the skills to do arithmetic.
o the learners return participating in a
task
o this time with the goal of applying their
conclusion to new experiences.  Level 1- ( below basic )
o Ability to get things done by influencing o Ranges from non literate in English to
people and events through action. the ability to find simple information in
Includes risk taking. prose text
o Can perform simple math such as
addition
 Level 2- (basic )
o understands information in short prose
 approach learning with a dominant sensory texts with everyday language.
mode, namely visual, auditory, reading/ writing o Can use nos. to solve simple one-step
or kinesthetic arithmetic problems such as comparing
two prices.
 Level 3 – ( Intermediate )
o Understands information in a fairly
dense prose and documents and can
make simple inferences from them.
o Can solve quantitative problems and
even when the necessary steps are
not obvious.
 Level 4 – (Proficient )
o understands complex prose and
analyzes complex documents.
o Can solve multi step arithmetic
problems

Visual = See it
Auditory = Hear / Say it  Level 1 - Beginning Reading
Read / Write = It  Level 2 - Reading with Help
Kinesthetic = Do it  Level 3 - Read Alone
 Level 4 - Advanced Reading

 People with low literacy often give us clues that

can lead us to realization that they may have a
reading or comprehension problem. Such
o In the modern sense, includes reading clues include the following :
level, basic computation and problem o not even attempting to read printed
solving and ability to recognize the materials
need for information and locate needed o Asking to take PEMs home to discuss
information with a significant other
o Using printed and written information to o Claiming that eyeglasses were left at
function in society, to achieve one’s home
goals, and to develop one’s knowledge o Stating that they cannot read
and potential something because they are too tired
or they do not feel well.
o Avoiding discussion of written material
or not asking questions about it
 Prose Literacy – understanding information o Mouthing words as they try to read.
coming from texts such as books and
newspapers.
 o Organizational Factors
▪ Short but descriptive Title
▪ Brief headings and
 The patient does not read the PEM you gave subheadings
them a few days ago. ▪ Incorporate only one idea per
 “I want to discuss it first with my hubby, paragraph, 1st sentence is the
preferably at home, and not with you.” topic sentence
 “I forgot my glasses so I won’t be able to read ▪ Divide complex instructions
it.” into small steps
 “I am too tired to read that stuff.” ▪ Consider using Q-A format
 Q: Do you understand? A:No comment. ▪ Address no more than 3 or
more main points
▪ Summary at the end
 Be sure to assess your client’s ability to o Linguistic Factors
comprehend written materials, and avoid ▪ Keep reading level at grade 5
making assumptions about your clients’ literacy or 6 to make material
level. understandable
 Check for comprehension of the written ▪ Use 1 or 2 syllable words and
material, OR short sentences
 Asses literacy by using standardized tests ▪ Use personal and
available (WRAT and REALM) conversational style
▪ Define technical terms if being
used
▪ Use words consistently
throughout the text
 Not all clients have low literacy grades. ▪ Avoid use of idioms. Might
 Some of our clients may have so-called mean different with different
sensory impairments that may hinder their people
learning capacity. ▪ Use active rather than passive
 May be a result of illness, injury, or the aging “take 1 pill q AM”
process. ▪ Incorporate examples and
 Effective nurses modify their teaching simple analogies
approaches in order to accommodate such o Appearance Factors
impairments. ▪ Avoid cluttered appearance
▪ Include simple diagrams or
graphics that are well labelled
▪ Use uppercase and lowercase
 For Memory Impaired Clients: ▪ Use 12 to 14 point type in plain
o Use repetition font
o Use a variety of cues (verbal, written, ▪ Place emphasized words in
pictures, and symbols). bold or underline
 For Visually Impaired Clients: ▪ Use lists when appropriate
o Provide large-print materials. ▪ Try to limit line length
o Provide prescription eyeglasses and
magnifying glasses.
o Provide adequate lighting while
reducing glare. QUIZ #1:
 For Hearing Impaired Clients: 1. Who proposes approach learning with a dominant
o Face the client directly when speaking. sensory mode?
o Use short sentences and words that a) David Kolb
are easily understood. b) Neil Fleming
o Use signals to reinforce verbal c) Nola Pender
information – point, gesture,
demonstrate. 2. Use of words and phrases that evoke visual images
o Eliminate distracting noises or activities a) Visual Learner
from the environment as much as b) Aural Learner
possible. c) Kinesthetic Learner
d) Read and Write Learner

3. Emphasized text based input and output

 A Brochure, a pamphlet, or an instruction sheet a) Visual Learner
intended for people with low literacy skills b) Aural Learner
 Consider the following in developing PEM c) Kinesthetic Learner
 d) Read and Write Learner
13. A group of learners who are imaginative, open
4. Linear thinkers minded, understand people and can easily
a) Visual Learner recognized problems
b) Aural Learner a) Accommodators
c) Kinesthetic Learner b) Divergers
d) Read and Write Learner c) Convergers
d) Assimilators
5. Prefers hands on approaches
a) Visual Learner 14. Learners who can reason deductively, logical, and
b) Aural Learner make decision
c) Kinesthetic Learner a) Accommodators
d) Read and Write Learner b) Divergers
c) Convergers
6. Learning from a specific and relating to people. d) Assimilators
Sensitive to other feeling
a) Reflective Observation 15. Learners who can create models, develop theories
b) Concrete Experience and are patient.
c) Abstract Conceptualization a) Accommodators
d) Active Experimentation b) Divergers
c) Convergers
7. Logical Analysis of ideas and acting on intellectual d) Assimilators
standing of situation
a) Reflective Observation
b) Concrete Experience
c) Abstract Conceptualization
d) Active Experimentation

8. Ability to get things done by influencing people and

events through action. Includes risk taking.
a) Reflective Observation
b) Concrete Experience
c) Abstract Conceptualization QUIZ #2
d) Active Experimentation 1. Some anxiety contributes to learning, too much
does not interferes with learning.
9. Observing before making a judgment by viewing the a) True
environment from different perspective. b) False
a) Reflective Observation
b) Concrete Experience 2. Donna is eating a lot of cakes and other foods rich
c) Abstract Conceptualization in sugar without consideration on her health.
d) Active Experimentation a) Motivation
b) Risk taking behavior
10. Computerized assessment allows students to c) Anxiety level
discover their learning style & provide information
on how teachers can use this information to best 3. Rhea is planning to take up nursing. She is interests
serve students as well as strategies for to listen to the lecture given by her senior high
accommodating different learning style. school about taking care of the sick person.
a) Vark Questionnaires a) Physical readiness
b) Learning Style Inventory b) Emotional readiness
c) Experiential readiness
11. American educational theorist whose interest and
publications focus on experiential learning. It 4. Professor Ed is assessing the ability of his students
involves the individual and environment. in problem solving in algebra in preparation for the
d) David Kolb math Olympiad.
e) Neil Fleming a) Physical readiness
f) Nola Pender b) Emotional readiness
c) Experiential readiness
12. A group of learners who are adaptable and
practical. 5. Angela verbalizes that she is not ready to take the
a) Accommodators quiz because she is feeling bad that her pet is sick.
b) Divergers a) Physical readiness
c) Convergers b) Emotional readiness
d) Assimilators c) Knowledge readiness
 a) Prose Literacy
6. Keana is excited to go on duty in the hospital b) Document Literacy
because she believes that her return demonstration c) Quantitative Literacy
experience will help her in performing the d) Qualitative Literacy
procedures to the patient correctly. 2. Authors opinion on an issue is a classic example
a) Experiential readiness of?
b) Emotional readiness a) Prose Literacy
c) Knowledge readiness b) Document Literacy
c) Quantitative Literacy
7. Mona is not interested to listen to the lecture d) Qualitative Literacy
presented by her teacher. The teacher is discussing
about food sanitation. Mona is busy watching make 3. An information at the top of over the counter
up tutorials. medication reads active ingredients,
a) Frame of Mind acetaminophen 500mg… to relieve pain is an
b) Risk Taking behavior example of?
c) Motivation a) Prose Literacy
b) Document Literacy
8. Teacher Ana is teaching CPR to a group of first c) Quantitative Literacy
aider d) Qualitative Literacy
a) Mandatory learning
b) Desirable Learning 4. A job advertisement in a newspaper reads “work
c) Possible Nice To Know from home – no experience online typing job” is an
example of what?
9. Teacher Pam is teaching high school students the a) Prose Literacy
importance of eating healthy food. b) Document Literacy
a) Mandatory learning c) Quantitative Literacy
b) Desirable Learning d) Qualitative Literacy
c) Possible Nice To Know
5. Nutritional facts on a food label is an example of?
10. Nurse Kyla is teaching patient Rubi that watching e) Prose Literacy
television can divert her attention from the pain. f) Document Literacy
a) Mandatory learning g) Quantitative Literacy
b) Desirable Learning h) Qualitative Literacy
c) Possible Nice To Know
6. Beginning reading is considered what level?
11. Previous Experience can affect willingness to learn a) Level 1
a) True b) Level 2
b) False c) Level 3
d) Level 4
12. The family of Mr Porka is always asking the help of
a quack doctor to treat their ailments 7. Ana is reading complex documents and is locating
a) Culture a place in the map
b) Motivation a) Level 1
c) Emotional status b) Level 2
c) Level 3
13. The developmental stage will not determine peak d) Level 4
time for readiness to learn on teachable moment.
a) True 8. People with low literacy levels does not give us
b) False clues, that why its important for us to ask them.
a) True
14. Nurse Cookie is teaching a group of people in the b) False
community about the importance of using pulse
oximeter during emergency. The people refuse to 9. Understands information in short prose text with
understand the importance of the pulse oximeter. everyday language.
a) Parochial Orientation a) Below Basic
b) Cosmopolitan Orientation b) Basic
c) Intermediate
d) Proficient
10. Nora is reading a document. She understands
information in fairly dense prose and documents
QUIZ #3: and can make simple inferences from them.
1. Informative videos and infographics are all a) Below Basic
examples of? b) Basic
 c) Intermediate
d) Proficient

11. Audrey can perform simple addition

a) Below Basic
b) Basic
c) Intermediate
d) Proficient

12. Donna can understand complex prose and can

analyze complex documents. She can even do
multi arithmetic such as algebra.
a) Below Basic
b) Basic
c) Intermediate
d) Proficient

13. Effective nurses does not modify their teaching

approaches to accommodate person with
impairments.
a) True
b) False

14. Some persons have impairments that can hinder

their understanding of the information.
a) True
b) False
 o formal since topic is announced in
advance for students to prepare and
take part in the discussion
• Socrates & Plato’s time o informal discussion may take place
spontaneously during the class esp.
• Means of conveying facts, information, and
every end of lecture
ideas that could not readily be obtained
elsewhere.
• Essential means of teaching - Since books
charts and tapes are unavailable ADVANTAGES DISADVANTAGES
1. Give learners an 1. Takes a lot of
opportunity to apply time
1. Introducing learners to new topics principles, concepts,
2. Stimulate students interest in subject and theories and
3. Integrate and synthesize a large body of transfer learning to
knowledge from several fields of sources new different
4. Difficult concepts can be clarified situations
5. Valuable when there are recent knowledge 2. Clarification of 2. Effective only with
advances and up-to-date textbooks are not information and small group
available concepts
3. Students can learn 3. One person may
the process of group monopolized the
problem solving discussion
ADVANTAGES DISADVANTAGES 4. Can help 4. Can be valuable if
1. Economical 1. Places learners in participants develop participants are
the passive role of a and evaluate own prepared and has
sponge, just there to beliefs and positions necessary
soak up knowledge background
information
2. Lecturer can 2. Few teachers are
supplement a good lecturers 5. Attitudes are seen
textbook by and can be changed
enhancing a topic through discussion
and making it come 6. Most students like
to life this method of
3. During lecture, 3. By nature it lends learning
teachers serves as itself to the teaching
role model for of facts while placing
students little emphasis on 1. Make expectations clear
problem solving, 2. Set ground rules
decision making, 3. Arrange physical space
analytical thinking or 4. Plan a discussion starter
transfer of learning 5. Facilitate, do not discuss
4. Helps students 4. Limited attention 6. Encourage quiet group members
develop listening span of the learner 7. Do not allow monopolies
abilities 8. Direct discussion among group members
9. Keep discussion on track
10. Clarify when needed esp. confusion arises
1. Controlling of Anxiety 11. Tolerate some silence
12. Summarize
2. Spontaneity
3. Voice Quality
4. Body Language
5. Speed of Delivery
6. Getting off on the Right Foot
7. Clarifying During the lecture
8. Facilitating retrieval from memory

• A situation where the teacher is probing or

inquiring from the student as a feedback
• Can be informal or Formal mechanism
• Integral part of teaching that a teacher should 1. Simulation Exercises
take and do. 2. Simulation Game
3. Role Playing
4. Case Study
1. Places learners in an active role
2. Learners start to mentally formulate answers in
case they may be called in the class • An approach to learning wherein the students
3. Can be used to assess a baseline of knowledge working together in small groups, will analyze a
4. Can be used to review content case, identify their own needs for information
5. Increases motivation to learn and solve problems.
6. Guide learners’ thought processes in a certain
direction
• Are completely doing away with traditional
instruction.
1. LOTS – Low Order Thinking Skills • Are done in a unit of nursing or instruction with
• (recall) a low student-to-teacher ratio in which a single
2. HOTS – Higher Order Thinking Skills topic is studied for a given period of time.
 (critical Thinking/ Blooms Taxonomy)

• Demonstrate students thinking in a graphic

1. Factual manner or pictorial way of constructing
2. Probing knowledge and organizing information to show
3. Multiple Choice connectivity of concepts or ideas.
4. Open Ended • Helps students used their own thinking and
5. Discussion-Stimulating reasoning of a topic to depict relationship
6. Guide Problem Solving among factors, causes and effect.
• Examples: T0Chart, Square Chart, Venn
Diagram, Main Idea Web, Concept Map,
Fishbone Diagram

• A Traditional method that can reinforce

teaching and learning.
• It is used to supplement to a lecture, as
prelude to discussion, or a part of
questioning strategy.

• Refers to virtually any kind of computer used in

educational settings.
1. Handouts or Printed materials • Examples: Tutorials, Instructional
2. Chalkboards or whiteboards Management, database development, drill and
3. Overhead transparency
practice
4. Power Point Slides
5. Videotapes

• A technology which allows the user to interact

with a computer simulated environment, real or
• Students from one class are arranged into small imagined.
groups to facilitate learning process.
• This maybe done through Brainstorming • This method includes computer learning and
activities, demonstrations and return other ways of giving instructions to students
demonstrations and group projects without the usual classroom setting, such as
• Examples: Jigsaw, Think-Pair Share, Four teleconferencing.
Corners, Dream Team, Round Table • It involves 2 way audio & video technology

• Practical exercises for the students

representing controlled manipulations of reality. • Is a form of interpersonal communication
between 2 people – a teacher and a learner.
 • It improves and maintain a high standard of 1. Signal Learning Conditioned Response
clinical instruction in academic excellence, • Person develops diffuse reaction to stimulus.
concern and commitment. o The simplest form of learning known as
classical conditioning. The learner is
conditioned to produce a desired
(involuntary) response as a result of a
stimulus that would not normally
produce that response.
• American psychologist created the 8types of
o In this type of learning the animal or
learning.
individual acquires a conditioned
• He suggests that learning can be organized in response to a given signal.
Hierarchy manner according to complexity • Example:
(simple to difficult)
o Student feels fear every time skill test
is mentioned. Because of association,
the mention of term skill test is enough
1. HOTS (HIGHER ORDER THINKING SKILLS) to evoke fear. Words become the
• focus cognitive aspects of learning these signal that elicits the response.
include Simple, Signal, Chaining and
Verbal Association 2. Stimulus-Response Learning
2. LOTS (LOW ORDER THINKING SKILLS) • Developing a voluntary response to a stimulus.
• Focus on the Behavioral aspects of o This is also known as operand
learning. Conditioning. Stimulus-response
learning is all about getting a response
to stimuli.
• In this hierarchy of learning, you must master o is a voluntary response to learning that
each step before reaching the next. This may be used in acquiring verbal skills
requires greater amounts of learning for each as well as physical movements.
level. • Example: When you see an IVF not dripping –
• The lowest four orders tend to focus on the an automatic muscular reaction of reaching out
more behavioral aspects of learning, while the and opening the clamp can be a simple
highest four focus on the more cognitive stimulus response sequence.
aspects.
• Behavioral aspects of learning. These include 3. Chaining
(1) Discrimination, (2) Concept, (3) Rule • The acquisition of a series of related
learning, (4) Problem Solving conditioned responses or stimulus-response
• (5) Signal Learning, simplest form, consist of connections.
Classical Conditioning Learning do happens o This is a more advanced form of
unconsciously. Emits response learning in which the subjects develop
conditioned/unconditioned stimulus. the ability to connect two or more
• (6) Stimulus Response Learning: sophisticated previously learned stimulus-response
form, consist of Operant Conditioning - learning bonds into a linked sequence. It is the
that employs rewards and punishment process whereby most complex
• (7) Chaining: advanced form, focus on psychomotor skills.
Psychomotor Skills • Example: If opening the clamp is not
• (8) Verbal Association: develop Language skill successful, checking the line for return blood
flow is the next step. 2nd step becomes another
Note: automatic response in a chain of responses.
• From ppt
o From other resources
4. Verbal Association
• Easily recognized in the process of learning
medical technology.
Problem Solving o This form of chaining in which the links
between the items being connected are
Rule Learning
verbal in nature.
Concept Learning o Occurs when the learner makes
Discrimination Learning associations using verbal connections;
it is the key process in language skill
Verbal Association
development.
Chaining • Example: Student already knows “thermal”
Stimulus-Response Learning refers to temperature. Clinical Instructor
Signal Learning Conditioned Response introduce hypothermia. Student finds it easier to
 learn the new term because of previous • Example: relationship between pressure and
association. ulceration
o If client stays on one position too long
5. Discrimination Learning – pressure – then ulceration
• More new chains are learned, it is easier to o If does not eat balanced diet then more
forget previous chains, person has to be able to prone to ulceration.
discriminate among them.
o This involves developing the ability to 8. Problem Solving
make appropriate (different) responses • Learner must recall and apply previously
to a series of similar stimuli that differ in learned rules that relate to the situation.
a systematic way. This involves the o This is the highest level of Cognitive
development of the ability to process according to Gagne. It involves
differentiate an object, by its colour, developing the ability to invent a
shape, size etc. complex rule, algorithm or procedure
o For example a patient complaining of for the purpose of solving one particular
abdominal pain after abdominal problem and using the method to solve
surgery. The student must learn how to other problems of a similar nature.
differentiate this pain from that of gas, • Example: Problem of Nosocomial Urinary
intrabdominal bleeding, incisional pain Infections in patient with indwelling catheters.
or infection. o Rules:
• Example: Long list of drugs, student should find ▪ Break in aseptic technique
something unique about each drug so that could lead to infection.
retention will be increased. ▪ Break in closed sterile system
can lead to entry of pathogens.
6. Concept Learning ▪ Raising catheter above level of
• Learning how to classify stimuli into groups bladder cause urine backflow –
represented by a common concept. infection.
o This involves developing the ability to
make a consistent response to different
stimuli that forms a common class or
category of some sort. It forms the
basis of the ability to generalize,
classify etc. In learning a concept we
respond to stimuli in terms of abstract
characteristics.
o Involves the ability to make consistent
responses to different stimuli. It is the
process in which the learner learns how
to organize learning in a systematic
structure and foster deeper learning.
The student’s behavior is controlled by
the abstract properties of each
stimulus. The student nurse must
realize interventions, or behaviors,
appropriate for one patient, or stimulus,
may not be appropriate for the next
patient.
• Example: Emptying a drain and change of
dressing, redness, swelling, yellowing
discharge = concept of infection and
inflammation and concept of asepsis.

7. Rule Learning
• A chain of concepts or a relationship between
concepts. Rules are generally expressed as
“If….then”
o This is a very high-level cognitive
process that involves being able to
learn relationships between concepts
and apply these relationships in
different situations, including situations
not previously encountered. In learning
a rule we relate two or more concepts.