Perspective on

Teaching and
Learning
 Health education is a process
concerned with designing,
Overview implementing, and evaluating
of educational programs that
education enable families, groups,
on health organizations and
communities to play active
care roles in achieving, protecting
and sustaining health.
 Health education is also destined as
any combination of learning
experiences designed to facilitate
voluntary adaptations of behavior
conducive to health (Green et al.,
1980).
Its purpose is to contribute to
health and well-being by
promoting lifestyles, community
actions and conditions that make it
possible to live healthful lives
(The code of ethics for Health
Educators, Association for the
Advancement of Health Education).
 The recent developments in the field of
health care have served to highlight the
important role of education in
helping the patients and their
families assume responsibility for
self-care management (Bastable,
2003). Gone were the days when patients
remained in the hospital until they are
totally healed or fully rehabilitated. With
the current third-party payor
system, nurses are expected to be
the prime movers in delivering high
quality, effective and efficient
nursing care and patient education
which will result to shorter hospital
confinement and continuation of
recovery and rehabilitation through
home care or community-based
 Education for health begins with
people. It hopes to motivate them with
whatever interests they may have in
improving their living conditions. Its
aim is to develop in them a sense of
responsibility for health conditions
for themselves individuals, as members of
families, and as communities. In
communicable disease control,
health education commonly includes
an appraisal of what is known by a
population about a disease, an
assessment of habits and attitudes of
people as they relate to spread and
frequency of the disease, and the
presentation of specific means to
remedy observed deficiencies.
CONCEPTS
The Education Process- is a
OF systemic, sequential, planned
TEACHING, course of action with teaching and
LEARNING, learning as its two major
EDUCATIO interdependent functions and the
teacher and learner as the key players
N involved (Bastable, 2003).
PROCESS
 Teaching is a deliberate
intervention involving the planning
and implementation of instructional
activities and experiences to meet
the intended learner outcomes based
on the teaching plan.
Instruction is just one aspect of
teaching which involves
communicating information about a
specific skill (cognitive, affective or
psychomotor). It is sometimes used
interchangeably with teaching.
Learning is a change in behavior
(knowledge, skills and attitudes) that
can occur at any time or in any place
as a result of exposure to
 Learning is an action by which
knowledge, skills, attitudes are
consciously or unconsciously
acquired and behavior is altered
which can be seen or observed.
Patient education a process of
assisting people to learn health-
related behaviors (knowledge, skills,
attitudes, values) which can be
incorporated into their everyday
lives.
 Staff education amidst all these
mandates and requirements that the
nurse as a health educator faces is the
need to be knowledgeable about the
principles of teaching and learning.
Instead of the teacher learning,
the paradigm has shifted to focus
on the learner learning. Hence, the
nurse needs to know not only the
subject matter but also her role in
the teaching learning process and
the nature of the learner.
The three pillars of the teaching-
learning process are the:
Teacher;
Learner; and,
Subject-matter.
 Each component has its own contribution to
the whole process of teaching and learning.
Studies have shown that:
The vital role of the teacher is motivating
students to learn
And inspiring them to get out of their
comfort zones, to stretch and develop the
98% portion of their brain which is still
untapped and unused.
 How important the teacher
factor is in determining the
extent of learning as influenced
by the relationship, support and
rapport between the student and
the mentor is now the subject of
researches and studies
particularly in the field of
educational psychology.
 Both consists of basic elements of
assessment, planning ,
COMPARISO implementation, and evaluation;
N OF THE
they are logical, scientifically-based
NURSING
frameworks for nursing process
PROCESS
providing for a rational basis for
AND THE
nursing practice rather than an intuitive
EDUCATION
one;
PROCESS
(BASTABLE, both are methods for monitoring and
2003): judging the overall quality of nursing
interventions based on objective data and
scientific criteria,
DIFFERENCES
BETWEEN NURSING
PROCESS AND
EDUCATION PROCESS
 Nursing process focuses on planning and
implementation of care based on
assessment diagnosis of the patients
physical and psychological needs while the
Education process identifies instructional
consent and methods based on an
assessment of the clients learning needs,
readiness to learn and learning styles;
Bases of outcomes:
Nursing process: when the physical and
psychosocial needs of the client are met
Educations process: when changes in
knowledge, attitudes and skill occur.
 According to Wagner and Ash
(1998), the role of the educator
is not primarily to teach, but to
promote learning and to
provide for an environment
conducive to learning to
create the teachable moment
rather than just waiting for it
to happen.
 The teaching function will always be an
integral part of the duties of a
HISTORICAL professional nurse. This dates back to the
time when Nursing was given recognition as
FOUNDATIO a discipline in the 1800s and health
NS FOR THE education became a unique and independent
TEACHING function of the nurse. This was regarded as
the period Educated Nursing. The historical
ROLE OF evolution of teaching as an essential role of
NURSES the nurse traces its roots to the mid-1800s
through the initiative and efforts of Florence
Nightingale, the mother of modern nursing
and founder of the first school of nursing.
 Nightingale taught nurses, physicians and
other health officials about the importance
of clean, well-ventilated and well-lit
environment in the hospital and at home in
assisting the patients to get well and
improve their sense of well-being.
She also founded the Florence Nightingale
School of Nursing at St. Thomas Hospital in
London in June 15, 1860 which trained and
taught nurses, physicians and health
officials on the importance of manipulating
the environment so that nature can act on
the patient in his recovery and healing
process. Her ideas were published in two
books which are Notes on Nursing and
Notes on Hospitals
 By the early 1900s, the
importance of education on the
promotion of health and
prevention of illness was
recognized and practiced by the
public health nurses. Today,
teaching is included within the
scope of nursing practice
responsibilities.
Role of the Giver of information
nurse as a Facilitator of learning
health Coordinator of teaching
educator Client of advocate
In the design/implementation of strategies
and methods, health educators have an
obligation to two principles:
The people have a right to make decisions
affecting their lives;
There is moral imperative to provide
people with all relevant information and
resources possible to make their choice
freely and intelligently (Cottrell, Girvan, &
Mckenzie, 2001)