Health Education

Li Xiaohan

School of Nursing

China Medical University

Health Education

1. Introduction to health

education

2. Behaviors relevant to health

3. Teaching methods and

cautions

(1) Definition of health education

(2) Purpose and tasks of health education

(3) Principles of health education

(4) Process of health education

(5) The roles and functions of nurses in

the health education

Introduction to health education

Definition of health education

Health education is a systematic social educational activity which has plan, organization, and evaluation. It spreads the knowledge related to health care to people. It assists people to understand themselves heath status, recognize the factors harming health. It makes people change their ill life habits and behaviors, and adopt the behaviors and life styles conducive to health actively, and reduce and eliminate the health risk factors in order to prevent illness, promote health and increase the quality of life.

Purpose and tasks of health education

(a) Purpose of health education

(b) Tasks of health education

Purpose of health education

To teach the clients to build up a correct awareness on health

To change the clients’ ill (unhealthy) life habits

To nurture well (healthy) behaviors and life style

To reduce or eliminate health risk factors

To prevent illness, promote health and enhance the health level of whole nationality

Tasks of health education

To assist the clients to build up a

feeling of responsibility on preventing

illness and maintaining oneself health

status

To create an environment that helps to

individual’s behavior change; to promote

the individual to adopt the advisable

decision-making and select the behaviors

that help to health.

To instruct the client to master the

knowledge related to the care of illness

and healing in order to enhance the

abilities of self -health care and self-

care. In this way, the client will become

a healthy person and a person with

high quality of life.

Principles of health education

(1) Principle of meeting patient’s needs first.

(2) Principle of implementing teaching individually

(3) Principle of practicality

(5) Principle of participation of clients and their family members

(6) Principle of teaching and learning step by step

(4) Principle of realism of objective

(7) Principle of teaching by stages

(8) Principle of intuition

(9) Principle of popularization

(10) Principle of prompting

Process of health education

(A) To assess the patient’s learning needs

(C) To constitute the teaching plan

(D) To implement the teaching plan

(E) To evaluate the teaching and learning

(B) To establish the teaching and learning

objectives

To assess the patient’s learning needs

To assess leaning ability

To assess psychological status

To assess social-cultural background

To assess leaning attitude

To assess prevenient learning experiences

To assess learning preparation

To assess the learning needs

To establish the behavior objectives

(A) The classification and statement of teaching and learning objectives

(B) The functions of teaching and learning objectives

(C) The principles of establishing the teaching and learning objectives

The classification and statement of teaching and learning

objectives

Teaching objectives

Learning objectives

Teaching objectives

Teaching objectives for the patients at the entrance to hospital

Teaching objectives for the pre- operational patients

Teaching objectives for the post-

operational patients

Teaching objectives for the hospitalized patients

Teaching objectives

Teaching objectives for the patients with special examinations and treatments

Teaching objectives for the patients who will be discharged

from the hospital

Learning objectives

Objectives in cognitive domain

Objectives in affective domain

Objectives in psychomotor domain

The functions of teaching and learning objectives

The function of teaching objectives

The function of learning objectives

The functions of teaching objectives

(a) To make the nurse identify what

is the aim that the teaching wish to

achieve and what is the content that

the nurse should teach

(b) To instruct the nurse to assess

patient’s learning needs according to

the teaching objectives

(c) To point out the direction for

the nurse to assist the patient to

establish the learning objectives

(d) To instruct the nurse to select

adequate teaching content and

teaching methods

(e) To provide a base for the nurse to

evaluate the learning outcomes of the

patients

The functions of learning objectives

(a) To assist the patients to identify the

content that they need to learn and master

in the period of hospitalization, and let the

patients and their family members to

make preparations in psychological aspect

for learning.

(b) To make the patients understand

the aims that the learning need to

reach, and the benefits from the aims

to their health in order that the nurse

may spirit up the patients and their

family members to take part in the

learning activities actively.

(c) To contribute to assist the nurse

and patient to judge whether they

have achieved the objectives through

the teaching and learning activities.

The principles of establishing the teaching and learning

objectives

The principles of establishing the teaching objectives

The principles of establishing the learning objectives

The principles of establishing the teaching objectives

Principle of teaching by stages

Principle of objectivity

Principle of consistency

The principles of establishing the learning objectives

Principle of realistic thought

Principle of identity

Principle of synthesis

Principle of being able to measured

To constitute the teaching plan

(a)The structure of the plan for health education

(b) Teaching content

(c) Cautions on selecting teaching

content

The structure of the plan for health education

Teaching objectives

Learning objectives

Teaching content

Teaching methods

Evaluation of teaching and learning

Teaching content

1) General healthful knowledge

2) Knowledge of the prevention and treatment of illness

3) Knowledge of various examinations and treatments

4) Knowledge of administering reasonable medication

5) Knowledge of mental health

6) Knowledge of seeing a physician

7) Knowledge of behavior instruction and training conducive to health

8) Knowledge of teaching on each disease

1) The content, or what is to be taught,

is determined by learning objectives.

Nurses can select among many sources

of information including books,

nursing journals and other nurses and

physicians.

Cautions on selecting teaching content

Accurate

Current

Based on learning objectives

Whatever sources the nurse chooses, content should be:

2) Adjusted for the learner’s age, culture, and ability

3) Consistent with information the nurse is teaching

4) Selected with consideration of how much time and what resources are available for teaching

To implement the teaching plan

Guidelines for teaching

Influencing factors on patient’s

learning

Guidelines for teaching

1) The optimal time for each session depends largely on the learner.

2) The pace of each teaching session also affects learning.

3) An environment can detract from or assist learning

4) Teaching aids can foster learning and help focus a learner’s attention.

5) Learning is more effective when the learners discover the content for themselves.

Ways to increase learning include stimulating motivation and stimulating self-direction:

By providing specific, realistic, achievable objectives

By giving feedback

By helping the learner derive satisfaction from learning

6) Repetition reinforces learning

Ways of repeating and clarifying content:

Summarizing content

Rephrasing------using other words

Approaching the material from

another point of view

7) It is helpful to employ “organizers” to introduce material to be learned

8) Using a layperson’s vocabulary enhances communication

Influencing factors on patient’s learning

Factors related to the educator (nurse)

Factors related to the learner (client)

Factors related to the educator (nurse)

Awareness on client teaching

Knowledge and skills on client teaching

Communication techniques

Interpersonal relationship

Factors related to the learner (client)

Factors facilitating learning

Factors inhibiting learning

Factors facilitating learning

1) Motivation

2) Readiness

3) Active involvement

4) Relevance

5) Nonjudgmental support

6) Simple to complex

7) Timing

8) Environment

9) Feedback

   Factors inhibiting learning

1) Emotions

2) Physiologic events

3) Cultural barriers

4) Psychomotor ability

To evaluate the teaching and learning

1)Evaluating teaching

2)Evaluating learning

3)Evaluating the quality of health

education

Evaluating teaching

Evaluation of learning needs

Evaluation of the teaching and

learning objectives

Evaluation of the teaching content

Evaluation of the teaching methods

(strategies)

Evaluating learning

Knowledge: essential for changing

behavior

Attitude: precondition for changing

behavior

Behavior: predetermined outcome of

health education

Evaluating the quality of health education

The rate of popularization

The rate of eligibility

The decrease of complications

The shortened period of

hospitalization

The effect of treatment

The economic benefits

The roles and functions of nurses in the health education

(1) To provide much information related to health to the client

(2) To assist the client to recognize the factors influencing health

(3) To assist the client to identity the actual and potential health problems

(4) To instruct the client to adopt healthy behavior

Behavior relevant to health

1. Introduction of behavior

2. Behavior relevant to health

3. Model of changing behaviors relevant to health

4. Intervention and modification of behavior relevant to health

Introduction of behavior

(1) Concept of behavior

(2) Classification of behavior

(3) Behavior and health

Concept of behavior

1) Definition of behavior

2) Representation of behavior

A behavior is a reaction of

human being and other

animals to internal and

external stimulus that

work on them.

Definition of behavior

A behavior is a reaction of

organisms in physiological

and psychological

dimensions when they are

in the face of the changes

of internal and external

environment.

Stimulus → Organism → Reaction

Representation of behavior

Classification of behavior

1) Instinctive behaviors

2) Social behaviors

Instinctive behaviors

Feeding behavior

Sleep behavior

Sexual behavior

Attack and self-protective behavior

Exploration behavior

Stimulation-Seeking behavior

Social behaviors

Social role behavior

Occupational skills

Entertainment behavior

Behavior and health

Well behavior can promote health

Ill behavior can harm health

Behavior relevant to health

(1) Healthy behavior

(2) Behavior relevant to health

Healthy behavior

1) Definition of healthy behavior

2) Classification of healthy behavior

The healthy behavior is a behavior

performance when a individual is on a

well state in physiological,

psychological and social aspects. (e.g. to

receive examinations related to health;

vaccination)

Definition of healthy behavior

Group healthy behavior

Individual healthy behavior

Classification of healthy behavior

Behavior relevant to health

1) Definition

2) Classification

Definition of behavior relevant to health

It is the behavior of individual or

group, which is relevant to health

and illness.

Classification of behavior

relevant to health

Health-promoted behavior

Health-risky behavior

Health-promoted behavior

Definition of health-promoted behavior

Types of health-promoted behavior

Definition of health-promoted behavior

It is a group of behaviors, which

behaved by the individual or

colony and it is favorable to the

health of himself and other people

objectively.

Types of health-promoted behavior

Preventive and protective behaviors

Suffering behaviors

Disease role behavior

Preventive and protective behaviors

Daily healthy behavior

Health care behavior

Behavior that avoiding harmful

environment

Behavior that refraining from ill habit

Presentiment behavior

Suffering behaviors

To see a physician actively

To provide their history and symptoms in truth

To cooperate cure and care actively

To maintain a optimistic and antrorse emotion

Disease role behavior

Compliant behavior

Patient role behavior

Health-risky behavior

Definition

Classification

Definition of healthy-risky behavior

It is a group of behaviors, which beh

aved by the individual and colony in t

he direction of deflecting from the exp

ectation of individual, other people an

d the society.

Classification of health-risky behaviors

Daily health-risky behaviors

Behavior model which produces disease

Ill disease behaviors

Daily health-risky behaviors

Smoking

Alcoholism (Drink too much)

Drug abuse

Sexual disorder

Behavior model of producing disease

Type A behavior: easy to suffer from coronary heart disease

Type C behavior: easy to suffer from tumor

Ill disease behaviors

Keep from disease Fear Abandonment Leading role behaviors Lack of role behaviors Psychological conflict of role Pessimism and despair Superstition behavior

Changing model of behavior relevant to health

(1) KABP model

(2) HBM model

KABP model

Meaning:

K: Knowledge

A: Attitude

B: Belief

P: Practice

1) To enhance the authority and

transmit efficiency of information

2) To advise others by using one's own experience

Methods that promote attitude changing：

3) To strengthen behavioral interventions

4) To use the stage theory of attitude

change: obedience, assimilation,

and internalization

Health Belief Model

1) The development of HBM

2) Components of HBM

3) Steps

Components of HBM:

Health belief

Cue to action

Modifying factor

Health belief

a) How to look on health and disease

b) How to cognize the degree of

severity and susceptibility of

disease

3) How to understand the effect

after adopting preventive

interventions and the obstacle

that one may encounter while

adopting interventions

One’s health belief is restricted by follow four cognitive degrees:

Cognition to the susceptibility of disease

Cognition to the degree of severity of disease

Cognition to the effect brought by preventive interventions

Cognition to the obstacle of preventive interventions

Cue to action

The promoting factors that bring a person to adopt preventive interventions

Disseminate of public transmitting medium

Advice from other people

Reminding from health care professional

Introduction on newspapers and magazines

Family members or friends once suffered from this disease

Modifying factor:

1)Demography factors:

2)Social and psychological factors:

3)Knowledge structure factors:

Steps :

(1) To let people fear to their ill

behavior style at present

(2) To let people convince that once

they change their ill behavior they

will get valuable outcomes. At the

same time, let people cognize

possible difficulties during the

behavior change

(3)To make people feel confident

and competent in changing ill

behavior by long-term effort.

Intervention and modification of behavior

relevant to health

(1) Definition of behavior modification

(2) Purpose of behavior modification

Definition of behavior modification

Behavior modification is a process of

behavior intervention. It promotes the

targets of behavior modification to

change their special behaviors by

adopting certain interventions according

to certain expectation, and in definite

conditions.

Purpose of behavior modification

To help people to change ill

behavior and life habit nurtured by

them, adopt behaviors that promote

health consciously, and culture good

life style.

Teaching methods and cautions

1. Teaching methods

2. Cautions

Teaching methods

1) Lecture

2) Group discussion

3) Role playing

4) Field visit

5) instruction

6) Demonstration

7) Private interview

8) Audiovisual teaching material

9) Computer assistant

Cautions

1) To constitute the health educational plan according to the learning needs of learner.

2) To select adequate teaching content: from simple to complex; from concrete to abstract.

3) To select adequate teaching methods based on learner’s characteristics.

4) To address the combination of theory and practice.

5) To create a favorable learning environment and atmosphere.

6) To establish a good relationship between nurse and patient.