1. Chapter 4 Factors Influencing Assessment

2. Assessing Readiness for Health Education Role of perception Readiness to learn Motivation to learn Level of wellness Socioeconomic factors Cultural factors Educational level

3. Communication Challenges during Assessment Hearing impairment Vision impairment Language impairment Nurse/educator’s contribution to communication challenges

4. The Teaching and Learning Environment Psychological environment Physical environment

5. Teaching and Learning Settings Hospital and long-term care facility Private home School Worksite Community

6. CCCC/AOL Quick Teaching Guide Assess Client Concerns  Ask: what are your concerns?  Observe: nonverbal behavior.  Listen: spoken and unspoken words.

7. CCCC/AOL Quick Teaching Guide Assess Client’s Knowledge  Ask: what do you understand about condition?  Observe: nonverbal behavior.  Listen: determine accuracy of knowledge and teaching needs.

8. CCCC/AOL Quick Teaching Guide Create Teaching Plan  Ask self: what type and amount of information is needed?  Observe: context of client situation.  Listen: reflect on appropriateness of teaching plan.

9. CCCC/AOL Quick Teaching Guide Carry Out Teaching Plan  Ask: what is your understanding of what I have explained?  Observe: nonverbal cues to understanding/not understanding, return demonstration.  Listen: client feedback, evaluate teaching. effectiveness, determine additional educational needs.

10. The Child Learner the infant (0-1) the toddler (1-3) the preschooler (3-4) the school age (4-12) the adolescent (12-19)

11. Factors Influencing Development  Biological characteristics  Psychosocial stages  Developmental tasks

12. Promote and Retain Health Prevention of illness Maintaining present health status Knowledge of health problem Treatment regimen

13. Restore Health Acute illness Chronic illness Disability Accidents

14. Application of Cognitive and Behavior Learning Theories for Children Cognitive Theories of Learning Behavioral theory of Learning

15. Learning in Children Learning styles Play Encouraging learning

16. 5 Steps for Personalized Health Teaching Build trust Assess factors that influence learning Establish learning objectives Selection of teaching strategies Implementation of plan Summative evaluation

17. The Adult Learner Early Adulthood (20s-30s) Middle Adulthood (40s-60s)

18. Comparison of Assumptions: Pedagogy and Andragogy AssumptionsPedagogyAndragogy Need to knowTeacher drivenLearner driven Self-conceptAcceptsSelf-directed Role of experience Happens to learner Integral to learner ReadinessBiology and academic based Social and life roles OrientationSubject centralLife-centered MotivationExternalInternal

19. Andragogic Assumptions about learning  The need to know  The learners’ self-concept  The role of the Learners’ Experiences  Readiness to learn  Orientation to learning  Motivation to learn

20. Promote and Retain Health  General health habits  General living conditions  Medications  Sexual habits  Pregnancy/children  Industry/employment  Disease prevention

21. Houle’s Orientation to Learning  Goal-oriented learners  Activity-oriented learners  Learning-oriented learners

22. Ageism  Discrimination against the elderly  Leads to disparities in health care  Increase in the elderly population   Confronting myths and stereotypes

23. Psychosocial Stages  Ego integrity vs. despair  Ego differentiation vs work role preoccupation  Body transcencence vs body preoccupation  Ego transcendence vs ego preoccupation

24. Developmental Tasks  Adjusting to retirement  Continued employment  Economic issues  Adjustments to living situation  Changing social roles  Interests/hobbies  Volunteer work

25. Physiological Changes that Affect Teaching/Learning  Appearance  Musculoskeletal system  Cardiovascular system  Respiratory system  Gastrointestinal system  Neurological system  Sensory changes: vision & hearing

26. Implications of Physiological Changes that Affect Teaching/Learning 1. Promote and retain health 2. Biologic aging 3. General health habits 4. General living conditions 5. Disease & illness prevention 6. Sexual habits 7. Community services

27. Implications of Physiological Changes that Affect Teaching/Learning 1. Restore Health 2. Acute illness 3. Chronic illness 4. Disability 5. Accidents 6. Community services

28. Chronic Disease and Implications for Teaching/Learning Prevalence of chronic disease in elderly  heart disease, stroke, cancer, diabetes, hypertension, asthma, bronchitis, emphysema, arthritis, depression, vision loss, hearing impairment, alcoholism

29. Cognitive Functioning  Memory  Medication and cognitive functioning

30. Ethnic Elderly  Projections through midcentury: population to become more diverse  Hispanic population  Black population  Asian population  White population

31. Ethnic Elderly 1. Cultural Assessment 2. View of old age 3. Beliefs and values 4. First-generation residents 5. Language 6. Assess health practices: helpful, neutral or harmful

32. Nutrition  Sufficient food intake  Adequate nutrition  Adequate hydration  Good Guide Pyramid  Impact on memory, teaching/learning

33. Health Education w/ Others  Working with Families  Working with Groups and Communities  Working with Health Team Members

34. Characteristics of Culturally Diverse Learners  Shifting demographics  Health care disparities

35. Cultural Competence  Definition  Campinha-Bacote’s Cultural Competency Model  Cultural Assessment Tool  Andrews’ Transcultural Assessment Guide  Leininger’s Sunrise Model  Purnell’s Model for Cultural Competency  Giger & Davidhizar’s Transcultural Model

36. Culturally Specific Client Assessments and Concerns  African American  Asian American  Hispanic  Native American

37. Cross-Cultural Communication  Verbal  Nonverbal  Focused cultural assessment tools  Use of interpreters

38. Linguistically & Culturally Appropriate Teaching Strategies & Instructional Material  Linguistic competence  Health literacy  Sockalingam’s 8 principles

39. The Culturally Congruent Client Education Model  Culturally-based actions  Rationale  Culturally-based health education outcomes

40. Chapter 9 Learning Objectives

41. Learning Objectives as the basis for the teaching plan:  Guide the purpose of the plan  Guide teaching content  Guide selection of teaching strategies  Guide selection of instructional materials  Guide evaluation

42. Five factors to consider when establishing learning objectives  Educational philosophy (yours, physician, and health care institution).  What clients what to learn.  What you think clients need to learn.  Time available for teaching and learning.  Environment for teaching and learning.

43. Writing Learning Objectives: ABCD Method  Audience (who the learner is)  Behavior (what the learner is to do)  Conditions (the conditions under which the learner is to perform)  Degree (how well the learner is to perform)

44. Domains of Learning  Cognitive domain that emphasizes thinking.  Affective domain that emphasizes attitudes and feelings.  Psychomotor domain that emphasizes doing and performing skills.

45. Hierarchy: Cognitive Domain  Remembering  Understanding  Applying  Analyzing  Evaluating  Creating

46. Hierarchy: Affective Domain  Receiving  Responding  Valuing  Organization  Internalizing Values (Characterization)

47. Hierarchy: Psychomotor Domain  Perception  Set  Guided response  Mechanism  Complex overt response  Adaptation

48. Teaching Plan Components  Learning objectives  Content  Teaching strategies/instructional materials  Evaluation methods

49. Chapter 10 Teaching Strategies

50.  Teacher-directed Strategies  Teacher-facilitated Strategies  Learner-facilitated Strategies

51.  Lecture  Guest lecture  Lecture with discussion/question and answer  Demonstration/Return demonstration  Team Teaching

52.  Focusing discussion  Refocusing discussion  Changing the focus  Recapping  Problems with the discussion strategy

53.  Group Activities/Teaching  Role play  Simulation

54.  Games  Self directed learning (computer assisted strategies and programmed instruction)  Peer counseling

55.  Educational needs and learning objectives  Characteristics of the learner and teacher  Learning context and environment  Content to be learned