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Transcript
Health Education in the Community Theoretical Bases Theories describe, explain, and predict behaviors within a functional framework Theories about health education and behavior change help nurses understand behavior and develop useful strategies that influence people’s health Theoretical Bases: Concepts Advocacy Empowerment Barriers Motivation Benefits Readiness Cognitive Self-efficacy dissonance Theoretical Bases: Learning Theory Assumptions of adult learning theory: Adults perceive themselves to be self-directed: They want to have a say in what they learn Adults have a variety of life experiences and are insulted if these experiences are ignored: The wise teacher will build on these experiences Theoretical Bases: Learning Theory Assumptions of adult learning theory: Adults learn better when they see an immediate need: They are goal directed Timing education to coincide with an immediate need is more effective because the learner will see the immediate goal and be ready to learn Theoretical Bases: Behavior Change Theory Health belief model Harm reduction model Goal-setting theory Theory of reasoned action Social learning theory Diffusion theory Social marketing theory Transtheoretical Model Precontemplative Contemplative Preparation Action Maintenance Relapse Processes to Enhance Progression Through Stages Consciousness raising Dramatic relief Environmental reevaluation Self-reevaluation Self-liberation Helping relationships Social liberation Counter conditioning Stimulus control Reinforcement management The Health Education Process Health education is a process of planned teaching and support activities that help people learn The education process follows the format of the nursing process (assessment, planning, implementation, and evaluation) Assessment: What to Assess Client understanding of the problem in question Client perception of need to change Motivation to change: severity of problem and risks caused by the problem Readiness to change Assessment: What to Assess Self-efficacy Perceived benefits to change Perceived barriers to change Psychosocial issues Learning skills Planning The nurse and client discuss learning needs and goals and then negotiate to produce a list of learning objectives The goals and objectives provide direction for implementation and guide evaluation Objectives are specific and measurable Objectives address different domains of learning Domains of Learning Cognitive Psychomotor Affective Implementation Design teaching based on assessments of individual clients Develop educational objectives with input from the learner Create a learning environment Keep things simple Implementation Focus on one issue at a time Be sure written materials are appropriate Be specific Avoid threatening messages that generate fear Explain what you will be teaching and why it is important Implementation Provide for success Use a variety of teaching methods Provide visual learning materials Show the client what is expected Skills require practice Involve all senses in practice sessions Implementation Develop mechanisms for support Discuss resources for further information Review major points of each learning session Keep learners involved: Ask for feedback and evaluation Evaluation Evaluation is a process of gathering information to assess the extent to which learning objectives have been met or not met All evaluation methods should be based on the learning objectives Summative evaluation Formative evaluation Health Education in Communities Individuals, families, & groups Discharge teaching Communitybased teaching Advantages to Teaching in Client’s Home Nurse can assess the client’s environment and make changes to the teaching plan to compensate for problems and to take advantage of strengths The family can be more easily involved Advantages to Teaching in Client’s Home The client will usually be more comfortable in his or her own environment The client will be learning in the environment in which he or she will be using new information to perform new skills and behaviors Community Health education at the community level begins with community assessment Planning requires community involvement Encourage an implementation process that helps a community meet its own needs Effective evaluation determines progress toward goals and identifies goals not met Community Data from evaluation are used to: Determine if unmet goals are still a priority Plan interventions to address unmet goals Assess the impact of goals that have been achieved Assess evolving needs Establish new community goals and objectives Ethical Issues in Health Education Manipulation of behavior versus information dissemination Obligation of nurses to keep up with advances in health care Social and economic barriers related to growing gap between classes Community and cultural norms