NUR 121: HEALTH EDUCATION

CHAPTER 4| TEACHING STRATEGIES AND METHODOLOGIES FOR TEACHING AND LEARNING

ISABELA STATE UNIVERSITY-ILAGAN CAMPUS, COLLEGE OF NURSING
2nd SEMESTER A.Y 2024-2025
CHAPTER 2 CONTINUATION……

❖ PLANNING AND CONDUCTING CLASSSES

❖ LEARNING STYLES
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A. COGNITIVE STYLE MODEL
A. Developing a Course Outline or Syllabus
➢ The perception and ordering of knowledge
❖ SYLABBUS
affects how the person learns.
➢ is a plan of the entire course, a
MR. KIM
1. Holistic vs, FRANCIS
analyticALLAM, RN
thinking course outline, and program of
• Holistic (global)thinkers –look at the study that an educator prepares
global or big picture immediately and before the actual health education
are interested in the “gist of things, the course begins.
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essence for the general idea. - They look ➢ It is more extensive and detailed
at the broad categories first before than a teaching plan which is also
going into details, they think deductively used interchangeably with a lesson
• Analytic wthinker – thinks logically and plan or health education plan.
objectively, looking at the details first.
B. Formulating Objectives
2. Verbal vs, visual representation ➢ To write objectives that have
• People with verbal approach represent in meaning not just for you but also for
their minds what they read, see or hear as the learners. It should reflect what the
in terms of words or verbal associations learner is supposed to do with what is
• People with visual approach experience taught.
in their minds what they read, see or hear
as mental pictures or images. C. Selecting content
B.LEARNING STYLE MODELS ➢ In formulating the course content
there are some factors to consider.
➢ people who have a habitual verbal
approach to learning represent, in their ➢ The course objectives serve as the
brains, information they read, see or hear compass which will guide the
in terms of words or verbal association. teacher with topics, subtopics,
approaches and strategies as well as
C.FIELD INDEPENDENCE STYLE the requirements of the course and
➢ In which items are perceived relatively the materials to be used.
➢ Most important is the time to be
independently of their surrounding field.
allotted for each topic and this is
D.MATCHING LEARNING STYLE where the course outline will be of
➢ To instruct the effectiveness of matching great help.
teaching style to learning styles; and student ➢ Avoid cramming too information and
shown more satisfaction when the teacher details but give students the
opportunity to recite or discuss parts
matches the students' learning style.
of the lesson
➢ Give them for questions or interactive
❖ LEARNING THEORIES discussions.
1. Behaviorist Theories- is a result of a series of D. Selecting teaching methods
conditioned reflexes, and all emotion and
through a result of behavior learned Factors affecting choice of methods:
through conditioning.
2. Cognitive Theories- an active process in A. Selection of method depend on the
which the learner constructs base on own objectives and type of learning you are
knowledge and view of the world. trying to achieve.
3. Social Learning Theory- a person is B.Course content also dictates methodology
motivated when she sees the possibility to some extent. A class on isolation
of valued outcomes or opposed to technique may be taught by demonstration,
rewarding or punishing outcomes. computer simulation or hands-on-practice.
Choice of teaching strategy also depends
on the abilities and interest of the teacher.
TRANSCRIBED BY: MELVIN P. SANCHEZ-BSN 1A 1
 NUR 121: HEALTH EDUCATION
CHAPTER 4| TEACHING STRATEGIES AND METHODOLOGIES FOR TEACHING AND LEARNING
ISABELA STATE UNIVERSITY-ILAGAN CAMPUS, COLLEGE OF NURSING
2nd SEMESTER A.Y 2024-2025
been well documented that
C. Compatibility between teacher and education level is significsntly
teaching methods is important, but so associated with health status (more
compatibility between learners and educated, more healthier). The more
M
teaching methods is the number of people educated the client is the one who
in the class. seeks treatment earlier in the disease
process and the less educated is
D. Factors that influence the selection of sicker.
MR. KIM
teaching FRANCIS
methods ALLAM,
is the RN of people
number
in the class. 5. Socioeconomic Level- the
impact of
F. Conducting Classes socio-economic level on learning has
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➢ Begin by introducing yourself, tell more to do with being able to use the
class little about yourself. First information being taught rather than
session is the best time to the process of learning.
communicate your expectations
for the course. Review the course B. Assessment of the learner
syllabus or outline and have time ➢ To assess the learners to determine
to answer portions about content, their background and how much
methods and assignment. A they already know about the
positive way to end the content of the course. Assessment
introductory portion of the course can be done formally by giving
is to try to stimulate the learner’s pretest or short questionnaire or
appetites for what is to come.
more informal by asking questions
during class.
CHAPTER 3: CHARACTERISTICS OF THE LEARNER C. Assessing Learning Needs
1. DETERMINANTS OF LEARNING
➢ Assessment aims to provide
a. Learner’s Characteristics information about what client
wants to know and want to learn.
➢ include among other culture/ethnicity, Their beliefs, family dynamics,
literacy, age, health status, educational housing situation skills, educational
level, and socio economic status. levels, fear or concerns about their
condition.
1. Culture defined as invincible
patterns that form the normal ways of 2. MOTIVATION AND BEHAVIOR OF THE
acting, feeling, judging, perceiving LEARNERS
and organizing the world.
2. Literacy- the client ability to read a. Learning Principles
and understand what is being read is
1. Use of general senses- learning is more
and essential component of learning.
likely to occur if clients are allowed to
Establishing the reading level and
practice what they are being taught.
using materials that are consistent
with the client’s ability.
2. Actively involve the patients or clients in
valuing process- relates to teaching
3. Age older adults tend to learn
method; include lecture, videos, print
best when the information is relevant
materials or methods that engage the
to them and has a practical
participants, as discussion, role-playing,
application. Teaching the older adult
small group discussion, question and
student present some challenges,
answer.
although none are irresponsible.
3. Provide an environment conducive to
4. Education Level and Status- it has
learning- should have good lightning and
TRANSCRIBED BY: MELVIN P. SANCHEZ-BSN 1A 2
 NUR 121: HEALTH EDUCATION
CHAPTER 4| TEACHING STRATEGIES AND METHODOLOGIES FOR TEACHING AND LEARNING
ISABELA STATE UNIVERSITY-ILAGAN CAMPUS, COLLEGE OF NURSING
2nd SEMESTER A.Y 2024-2025
temperature control and comfortable ✓ Not even attempting to read printed
seating with enough space between materials
students. ✓ Asking to take PEMs at home to discuss
with a significant other
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4. Assess the extent to which the learning is ✓ Stating that they can’t read anything,
ready to learn- assessment data can be because they’re too tired or don’t feel
obtained directly from the client or it can well
gathered for a variety of other sources ✓ Avoiding discussion of written material or
MR. KIM FRANCIS ALLAM, RN
such as charts or reports. asking no questions about it

C. Teaching Strategies for Low Literate Clients

5. Determine
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information- willing to learn what they realistic for the people’s level of
perceive as being important. understanding
2. Choose the information that will meet the
6. Repeat information- Repetition enhances objectives
learning. When new information is 3. Overload must be avoided when
presented, it be presented several times, in teaching people with low literacy
a variety of ways. 4. Keep instructions simple by breaking
them down into smaller units.
7. Generalize information- using variety of 5. Evaluation should take place so you
examples, and applying the information to know how the person has learned.
specific situations in the client’s life 6. Be creative in the way you evaluate
promotes learning and contributes to a learning.
better chance of compliance.
Ex. Stay with the word pill rather than
8. Make learning a pleasant experience- switching between pill and medicine 6.
can be accomplished through the Avoid the use of idioms that might mean
frequent encouragement and positive different things to different people.
feedback.
Ex. The term junk food may not be clear
9. Begin with what is known, move toward to all people
what is known- it should begin with the
basics or general information that is known 7. Use graphics and language that are
and move toward new information that culturally and age relevant for the
which is unknown. intended audience

10. Present information as in appropriate rate- 8. Use active rather than passive voice
the rate of information is taught must be Ex” take one pill every morning” rather
suitable to the client, depending on the
than “ A pill should be taken every
client’s knowledge level, a faster or slower
phase may be necessary. morning”
9. Incorporate examples and simple
3. LITERACY AND READABILITY analogies to illustrate concepts

a.. Reading Levels of Clients C. Appearance factors

- Many factors that contribute to reading
difficulty of PEMS (Printed Educational 1. Avoid a cluttered appearance by
Materials), factors are readability, long including enough white space.
sentence and fully syllabus words.
2. Include simple diagrams or
b. Assessing Literacy graphics that are well labeled
People with low literacy often 3. Use upper-and lowercase letters.
inadvertently give us clues that lead to All capitals are difficult for
realization that may have reading everyone to read
comprehension problem. 4. Use 10-14 point type in a plain font
TRANSCRIBED BY: MELVIN P. SANCHEZ-BSN 1A 3
 NUR 121: HEALTH EDUCATION
CHAPTER 4| TEACHING STRATEGIES AND METHODOLOGIES FOR TEACHING AND LEARNING
ISABELA STATE UNIVERSITY-ILAGAN CAMPUS, COLLEGE OF NURSING
2nd SEMESTER A.Y 2024-2025

5. Place emphasized words in bold or

underline them, but do not use
capitals because they are difficult
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read.
6. Use lists when appropriate
7. Try t limit line length to no more
than 50 of 60 characters.
MR. KIM FRANCIS ALLAM, RN

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TRANSCRIBED BY: MELVIN P. SANCHEZ-BSN 1A 4