0% found this document useful (0 votes)
599 views11 pages

PST Chapter I Overview of Education in Healthcare and Change

This document provides an overview of education on health care and change. It defines key terms like health education, discusses the objectives and processes of health education, and explains the importance of health education. The document also covers the change process and factors that affect change, strategies for managing change, and the impact of change on health values in the Philippines. The overall purpose of health education is to promote health, prevent disease, develop self-reliant behaviors, and modify or continue positive health behaviors.

Uploaded by

Xerxes Phemenine
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
599 views11 pages

PST Chapter I Overview of Education in Healthcare and Change

This document provides an overview of education on health care and change. It defines key terms like health education, discusses the objectives and processes of health education, and explains the importance of health education. The document also covers the change process and factors that affect change, strategies for managing change, and the impact of change on health values in the Philippines. The overall purpose of health education is to promote health, prevent disease, develop self-reliant behaviors, and modify or continue positive health behaviors.

Uploaded by

Xerxes Phemenine
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 11

I.

OVERVIEW OF EDUCATION ON HEALTH CARE AND CHANGE

“Without continual growth and progress, such words as Improvement, achievement, and success have
no meaning.”
-Benjamin Franklin

Learning Objective
At the end of this chapter, the student will be able to:
• Define education, health, and health education;
• Explain the objectives and processes of health education;
• Differentiate the three types of health education;
• Explain the importance and the various dimensions of health education;
• Discuss the change process and the various factors that affect change;
• Discuss the various strategies in the management of change;
• Explain the impact of change on the Filipino health value system

Introduction

For a long time, health care and teaching were pursued by religious orders. As is the
health care and welfare norm, the sisters and priests delivered the health bulletins to the
citizenry.

However, prior to the coming of the religious orders to the Philippines, ‘arbulaiyos’ or local
doctors already had been tending to the health needs of the community. They relied on
indigenous ways and materials of treating the sick. These individuals were also repositories
of knowledge of how to take care of one’s health. They also subscribed to superstitious beliefs
and practices to explain the ailments of the sick. The patient for example could have been the
subject of witchcraft or sorcery and needed a special ritual to drive the evil spirits away which
the ‘arbularyo’ should perform.

With the coming of the religious orders, the more informed way of treating the sick
had been institutionalized with the awarding of degrees in nursing and medicine. The
religious sisters continued to be nurses until lay individuals were able to secure nursing
degrees in the 1800s. In the longest time, teaching in health education adapted the norm of
transmitting knowledge for the sake of teaching the students. There was neither an effort to
understand the learning process nor the learner. However, teaching was more than it is
known today.

Good teaching is more than mere intellectual challenge. It is a very thorough discipline, which
demands, among others, adaptability, inventiveness and creativity. The teacher should be
able to adapt to both different situations and types of students. Due to the ever-changing
demands of learning, the teacher must constantly be creative of new approaches to teaching
in anticipation of the various mental and psychological make-up of prospective learners.
Teachers of healthcare therefore must keep both body of knowledge and skills continually
updated and evolving. They must keep striving to improve and supplement their existing
knowledge and attain deeper understanding of the healthcare profession. This helps prepare
the students for challenges they will face, with the advancing technology in nursing practice
and patient care and their increasingly complex responsibilities.

Although flexibility is important, today’s teacher of healthcare must have an


established system of eclectic principles and beliefs to guide her. It is important to maintain
one’s own character and value system for her to serve as an effective role model in stimulating
the growth of his or her students’ character, by improving their clinical skills and helping
them recognize the value of the role of nurses in society. The teacher’s adaptability comes
into play when understanding differences in the behavior of her students. The teacher must
have the ability to adjust her teaching to individual differences in order to convey effectively
her knowledge and skills to the most number of students, illustrate what is expected of them
and what they are to expect in terms of patient behavior, help them integrate their classroom
teaching into practical, clinical setting and finally, evaluate their performance effectively.
Principles and practices of teaching enable teachers to adapt various methods and
techniques of teaching and adjust to students’ level of understanding, background knowledge
and experience, and the objectives and content of learning.

HEALTH EDUCATION DEFINED

Health education refers to the act of providing information and learning experiences for
purposes of behavior change for health betterment of the client. The acquisition of knowledge
through exchange of information from the teacher and the learner facilitates better
understanding of the need for change.

Health education is the totality of experiences which favorably influence habits, attitudes
and knowledge relating to individual, community and racial health (Health Education: 2006).

According to the Joint Committee for Health Education (2005)

Health education “a process with intellectual, psychological, and social dimensions relating
to activities that increase the abilities of people to make informed decisions affecting their
personal, family and community wellbeing. The process, based on scientific principles,
facilitates learning arid behavioral change in both health personnel and consumers, including
children and youth.” The health educator, provide clients with basic information geared to
the promotion and maintenance of health, the prevention of illness and the development of
self-reliant behaviors.

THE PROCESS OP HEALTH EDUCATION

Health education consists of learning experiences that promote behavior conducive to good
health. It provides the tools for developing physical, emotional, spiritual and sound mental
health.

• Physical health. These are activities or learning experiences that helps promote the
ability of the body to function effectively.
• Emotional health. Activities that enable an individual to cops with stress and strain
of daily life.
• Mental health. Measures or strategies that enable an individual to make correct
judgments.
• Social health. Ways in which an individual can relate well with others regardless of
status or position.
• Spiritual health. Activities that will help an individual recognize and accept the
supernatural aspect of divine healing.

Green and Ottoson (1999) posited that health education is based on the assumption that
“beneficial health in both children and adults results from the combination of planned,
consistent, integrated learning opportunities.” This assumption rests on from the
evaluation of health education programs in schools, worksites, medical setting, and the mass
media.

"The challenge for the educator is to find the most productive ways of influencing voluntary individuals
and community behavior without violating individual freedom”
-Green and Ottoson

The process of health education has certain key aspects:


1. It is a planned opportunity of learning through information about health guided by
specific goals, objectives, activities and evaluation criteria.
2. It occurs in a specific setting.
3. It is a program of series or events that introduces concepts at appropriate learning
levels.
4. It is based on what was previously learned in order to determine what is to be
learned in the future.
5. It comprehensively emphasizes how the various aspects of health interrelate and
how health affects the quality of life.
6. It includes interaction between the qualified educator and learner.

Effective health instruction hinges on two interrelated issues: “what to teach and how to teach it."
-Heidgerken

Health educators plan and conduct health teachings for the following purposes which is to:
• Be aware of the values of health;
• Develop the skills in the promotion and maintenance of health;
• Acquire and apply concepts and information received
• Develop and discuss opinions regarding health; and
• Formulate accurate and effective decision-making.

PURPOSES OF HEALTH EDUCATION

Health education aims at more than merely the dissemination of information regarding good
health practices and disease prevention and treatment. It serves several vital purposes in
society, such as the following (Creasia and Parker: 2007):

1. A Means of Propagating Health Promotion and Disease Prevention

Health education describes the interrelationship of the learner’s mental, emotional, social,
and physical health. It serves to analyze how environment and personal health interrelate in
ways that enhances health, thereby reducing client risks.

Health education is also concerned with how lifestyle, family history and other risk factors
relate to the cause or prevention of diseases and other health problems. This seeks support
of family and peers to influence the personal health of an individual. Furthermore, the nurse
explains the relationship between positive health behavior and the prevention of injury,
illness, disease, and premature death (Breckon: 1994).

Health education analyzes how prevention and control of health problems are influenced by
education, research, and advances is technology in all health-care areas. It explains the
impact of personal health behaviors on the functioning of body systems. It is also concerned
with the analysis of how public health and social policies, along with government regulations,
influence the health promotion and disease prevention of the individual, family and
community.

2. May be Used to Modify or Continue Health Behaviors if Necessary

Health education determines the role of an individual regarding self- reliant behavior, extent
of self-responsibility for improvement of health and personal health assessment.

It also determines strategies for health maintenance and risk reduction, identifies short and
long-term consequences of various behaviors, and demonstrates strategies for improving and
maintaining personal, family and community health.

Health education provides information on injury prevention and management strategies for
potential health problems to maintain personal, family, and community health. Health
education continues to demonstrate ways of avoiding and reducing threatening situations
(Quinn: 2000).
3. Provides Health Information and Services

Health education provides health information, products and services. It also demonstrates
the ability to evaluate resources from home, the school and the community that provide
health information. Health education, also, demonstrates the access of school and
community health services to self and others. It is also used to assess the cost and
accessibility of health care services and analyze situations requiring professional health
services.

Patients look for something more in every nurse... Beyond technical skill, conscientious performance and
pleasing appearance is that intangible something that makes the truly successful nurse.”
-Dorothy Densing

4. Emphasizes on Good Health Habits and Practices which it an Integral Aspect of Culture,
Media and Technology

Health education evaluates the influence of culture on the 1 health behaviors and care
services which people get from healthcare I providers. It evaluates the effect of media,
technology and other factors on personal, family, and community health. Health Education
analyzes information necessary in reaching out to people in the community to facilitate
understanding and compliance with what is being taught geared towards self-reliant
behavior.

5. A Means to Communicate Vital Information to the Public

Health education helps the family, peers, and others to communicate their needs, wants
and feelings effectively to enable them to resolve health conflicts and problems. This is done
to communicate care, consideration and respect for themselves and others. It also helps
analyze possible causes of conflict and in the formulation of strategies for solutions without
harming oneself or others.

6. It is also a form of Advocacy

Health education evaluates the effectiveness of various methods of teaching to express


health information and ideas correctly. It conveys valid information and cites opinions
about health-related issues (Bastable: 2004).

Health education is a means to work cooperatively with people in advocating health to


individuals, families, schools, and communities. It is the ability of the nurse to convey health
messages and use effective communication techniques to a particular group of people,
influences these clients in making positive health choices, and make use of strategies to
overcome barriers when discussing about information, ideas, feelings, and opinions on health
issues.

TYPES OF HEALTH EDUCATION

Health education takes varied forms. Following are the types.

a. Information about human biology and hygiene. The nurse provides health
information about the human body and how to take care of it.
b. Health services which direct individuals to, a “sensible” use of health care
resources.
c. A friendly environment in which health choices are made. This concerned
with national, regional, and local education policies, which are often pursued and
implemented without considering health consequences.
DIMENSIONS OF THE HEALTH EDUCATION PROCESS

Health education is a complex process that requires eclectic knowledge, skills, and values on
the part of the educator. This needs a conceptual framework which envisions the totality of
the learning process and all its dimensions. It begins with the formulation of objectives and
the anticipated outcome for each particular subject area which prepares the teacher and die
learner to assume their roles and responsibilities during the process.

Heidgerken (1971) described the four (4) dimensions of the educative process, namely:
• substantive or curricular dimension
• procedural or methodological dimension
• environmental or social dimension and
• human relations or interactional dimension.

1. Substantive or Curricular Dimension

Substantive or curricular dimension refers to subject matte specific to healthcare


education and is best embodied by the phrase with “what is taught and what is
learned”.

Subject matter is usually listed in the course curriculum which includes all basic
elements and learning activities for a particular planned purpose and directed by a
faculty member for a specific group of students.

Substantive or curricular dimension also refers to providing opportunities for


nursing students to acquire essential knowledge, skills and attitudes that will
prepare them for professional duties and responsibilities in actual nursing practice.

2. Procedural or Methodological Dimension

Procedural or methodological-dimension consists of strategies or methods of teaching


which motivate students to learn. These are learner activities in teaching concepts
ranging from those planned by the, teacher to those self-initiated by the students in
their quest for knowledge.

Some of the more common challenges encountered by teachers in dealing with


students in the course of the learning process are as follows:

a. Choice of the most appropriate methods in helping the students learn;


b. Identification of the method most likely to lead and direct learners in their own
learning; and
c. Initiation of ways that continue the lifelong process of learning

Note:
When the learner shows resistance [or difficulty in adapting to the learning process, it is
important to understand her goals and motivation toward achieving these goals her ability to
effect change, and her previous knowledge and experiences. This helps to determine the kind
of learning activities that will be most effective in overcoming the difficulty of imparting
knowledge she needs or desires as a learner.

3. Environmental or Social Dimension

Environmental or social dimension refers to physical and social factors in the


teaching-learning situation. It also refers to extrinsic factors that capture the interest
of the learner. In turn, it makes students adapt to varying changes in order to see the
difference between what is ideal/from what is real.
Physical factors refer to the actual setting where learning takes place, including the
following:
a. The classroom, equipped with audio-visual materials
b. Laboratory settings, such as skills laboratory, RLE laboratory commensurate with
the number of students and consistent with the standards of nursing education
c. Home-based and modem or traditional hospital set-ups, and
d. Community health agencies.

Note:
The crucial aspect of the environmental dimension of learning is the human or social factor,
because relationship between teacher and learners determines the quality of the learning climate
that prevails.

When the teacher and learner(s) congregate, each brings a definite personality pattern such
as aims, values and social habits among others, all of which have to fuse together if
effective learning is to take place.

Figure 1: Heidgerken’s Conceptual Model of the Total Educational Process for Nursing.

4. Human Relations Dimension

The human relations dimension takes into account the relationships of the healthcare
provider with individuals involved in healthcare service practice which influence the
effectiveness of the teaching and learning process. It includes the following:
a. The learners who are the recipients of knowledge
b. The teacher as the source of knowledge
c. Administrator, who are the resource allocator
d. Group of learners, the wholistic use of knowledge in a discipline
e. Patient, the end-users of the healthcares’ teaching and learning experiences
f. Healthcare service personnel knowledge of and training support for students
g. Allied health personnel and their group interaction.

ASPECTS OF HEALTH EDUCATION

1. Behavioral Sciences

The behavioral sciences which incorporate psychology, sociology cultural anthropology, are
concerned with how people behave, and why they behave in a particular way (Feldman:
2006). They define the primary determinants of behavior as follows:
a. Psychological-, predispositions such as attitudes, knowledge, beliefs, skills, and
experiences;
b. Environmental reinforcement: family, friends, authority figures, and associates; and
c. Socio-cultural context: sustained societal norms such as attitudes and behavior.

Behavior change is a desired outcome of health education, hence primary behavioral


determinants are crucial to the practice of a healthcare provider as health educator.

2. Public Health

Health promotion is a common function in public health agencies. Health education relies
on public health and health statistics for epidemiologic information. Determinants of health
problems include the environment, medical care, personal lifestyle which are often
discovered in the public health realm.

Other issues, such as population dynamics, epidemiology, and biomedical science are
deeply rooted in public health.

3. Education

Education refers to the study and practice of teaching and learning which plays a vital role
in the development of health education. Learning theory, educational psychology, human
development, pedagogy, andragogy, curriculum development, measurement, and testing are
all rooted in the education literature.

IMPORTANCE OF HEALTH EDUCATION

Health education is a system of teaching and learning process. It facilitates common


understanding among people in a social structure to modify behaviors, make decisions and
change social conditions in ways that are health enhancing. Among its many aims are the
following (Breckon: 1994):

1. Enhance knowledge awareness.

Provides guidance and instruction of all that will help individuals or groups of
individuals maintain a high level of wellness.

2. Promotes health, safetyr and security of the f>eople.

Promotes personal hygiene, environmental sanitation, and maintenance of a hazard-free


environment for one to avoid illnesses, accidents and reduce morbidity and mortality rate.

3. Develop and improve community resources.

Help individuals gain knowledge, understanding, habits, attitudes, and ideals that will
help them live as healthful individuals and members of the community.
4. Increase productivity and strength of character.

Help develop productive individuals who can adjust successfully and live happily with
social group in which they belong. Health education further enhance coping patterns that
minimize the effects of stress on individuals and Tamily.

5. Disease prevention.

Promotes individual and public health awareness on prevention of disease and for the
state to be the home of healthy and productive citizens.

6. Minimize cost.

Health education enables the government to attain health objectives at least cost.
Knowledge and awareness of the people regarding health promotion and disease prevention
minimize health care cost.

7. Self-reliant behavior

Health education provides information and services necessary in fostering independent


behaviors or attitudes conducive to health.

THE CHANGE PROCESS


*Nothing is permanent but change.’’ -Heraclitus (500 BC)

Change is inevitable in all aspects of human life, hence there it continuing need to reevaluate
and improve the educational process it order to meet the evolving needs of learners. School
administrator and educators should familiarize with current trends, issues, and practices
related to both nursing and teaching practice. This way, teachers may be able to provide
effective ways that will equip learners with vital knowledge and skills in facing the challenges
of life.

The following guidelines may help affect change in learners:

1. Perceive the need for change

Teachers and students must be able to assess their own need for change. Progress requires
modification, improvement or replacement of obsolete knowledge through re- education and
training. Change is a necessary ingredient to modify or improve teaching and learning to
attain progress. This can be done through identification and discussions with a specific group
of people and areas that need change.

2. Initiate group interaction

The teacher must initiate and motivate her students to think critically of nursing situations
which will help them build a framework for problem-solving processes, which calls for the
following responses:
a. Identify external and internal forces for change:
b. State the problem;
c. Identify constraints;
d. List change strategies or possible approaches to problem solving;
e. Select the best change strategy;
f. Formulate the plan for implementation; and
g. Develop or select tools for evaluating change.
3. Implement change one step at a time.

Change must be done gradually; one at a time in order to have an orderly and systematic
process of change and to safeguard undesirable adverse effects of change. Abrupt change
can create further resistance or fear of change.

4. Evaluate the overall results of the change process and make further adjustments

This helps students identify strengths and weaknesses so as to provide remedial measures
and allow the gradual process of change to occur with less problems or difficulty on the part
of the teacher and the learners.

MANAGING CHANGE

Considering how far-reaching the effects of change can be, it is important to identify a
particular management strategy for change (Jones: 2007).

“Learners are eager to change if it is explained to them how they can benefit, from the change process”
-DeYoung

1. Empirical-Rational Strategy

This is a strategy which assumes that learners are rational beings with mental faculties and
behave according to their personal beliefs, interests and motivation.

2. Normative or Re-educative Strategy


This strategy assumes that learners always act consistently with their commitment to socio-
cultural norms of behavior and are therefore willing to change for purposes of acceptance
and recognition. It is a self-made process, and the extent of learning depends on the
learners’ prospective goals of behavior change.

3. Power-Coercive Strategy
This is a strategy which makes learners comply with instructions given by the teacher as an
authoritative figure in order to bring about change. It is more traditional in style as it often
demotivates students and could make teaching and learning processes offensive (Bradshaw
and Lowenstein: 2007).

Example:
In a re-educative milieu the teacher strives to foster development of students through counseling, training, small
groups and experiential learning, and encourage individuals to participate in his or her own re-education
process.

FACTORS AFFECTING CHANGE


Change is part of learning desired by both the teacher and the learner. However,
constraints and difficulties are often encountered as the learner undergoes the process of
change. Following are barriers to change:

1. Culture
Culture determines the beliefs and values important to the learner that may delineate her
potential development for change. Some cultures compete with change, other welcome change
while some resist change. Thus, the socio-cultural background and the learners’ personal
characteristics influence the process of change.

2. Demographics
This pertains to the learner’s age, gender, heredity, and environment which may determine
innate qualities and potentials as well as tendencies and level of response to learning stimuli.
3. Socioeconomic Conditions and Environmental Circumstances

This may involve the learners’ adaptability, flexibility, and capabilities in creating change that
may influence the quality and quantity of response to the change process. The learners’
position in the community, social interactions and economic status greatly affects much of
the learners’ response to change.

4. State of wellness and development

The learners’ state of well-being and development relates to physical, emotional, intellectual
and spiritual health. This affects instinctive qualities of the learners’ response to a stimuli
capability of coping with stress related situations.

CHANGE AND ITS EFFECT ON THE FILIPINO HEALTH VALUE SYSTEM

Based on a list of change barriers, the Philippines is a classic example of how large scale
change can influence the state of the health care system. Following are some medical health
remedies used by Filipinos:

1. Home Remedies

One remedy is the use of oils or ointments, often Chinese in origin, which serve as "cure-
alls" for relaxing, heating, and comforting the muscles or providing relief for dizziness,
colds, headaches, and sore throats, among others. These include simple touch, light
massage or effleurage, salt gargle, increased water intake, and ventilated rooms, among
others.

2. Traditional Healing Techniques

The use of herbal medicinal leaves such as “lagundi”, “banaba’, “pitu-pito” and other
sources like the bark of trees and stem of plants in the treatment of various diseases and
disorders in the absence of western medical intervention or medical equipment.

3. Supernatural Healing or the Use of Faith Healers


Supernatural healing is a holistic and uniform approach to healing, which incorporates
belief in the concurrent physical, emotional, and spiritual state of the patient.

"Healing which is the foremost function of therapeutic touch, could be called a humanization of energy in
the interest of helping or healing others or oneself.”

-Dolores Krieger

Faith healing uses techniques which include blessing of the body with holy water, prayers
and devotions, laying hands on the patient’s body, and anointing with oil, flagellation, or
isolation.

In the laying of hands, it appears as jf the healer is transferring the healing energy from his or her hands
to the patient’s afflicted body part. Typically, the patient attests to the energy that seems to enter the
body and provides instant well-being. (Placebo Effect)

4. Regulated Drugs or Medicines


These are research-based drugs commonly referred to as regulated “prescription drugs”.
They require prescription from doctors due to expected adverse effects. These are mostly
produced and manufactured by pharmaceutical companies.

5. Over-the -Counter Drugs


These are non-prescription drugs or medicine mostly produced and manufactured by
multinational pharmaceutical companies. They can be bought by a patient from the counter
without prescription from the physician.
Examples of these are analgesics or antipyretics, paracetamol, ibuprofen, antacids, and
laxatives, among others.

You might also like