Transcript Health Education in the Community

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