OVERVIEW OF

HEALTH
EDUCATION
Historical Foundation

•Mid-1800s to 20th
century
•First 4 decades of 20 century
th

•After World War 2

•1960s and 1970s
Purposes, Goals and Benefits of Patient &
Nursing Staff/SN Education
•Purpose: increase competence and
confidence of clients for self-
management
•Goals: increase the responsibility and
independence of clients for self-care
 Benefits
• Increase consumer satisfaction
• Improve quality of care
• Ensure continuity of care
• Decrease patient anxiety
• Effectively reduce the complications of illness and incidence of disease
• Promote adherence to treatment plans
• Maximize independence in the performance of ADLs
• Energize and empower consumers to become actively involved in the planning
of their care
The Education Process Method
• Education Process – systematic, sequential, logical,
scientifically based, planned course of action consisting of 2 major
interdependent operations: TEACHING & LEARNING

• Teaching/Instruction – deliberate interventions that involve

sharing information and experiences to meet intended learner
outcomes in the cognitive, affective, and psychomotor domains

• Learning – change in behavior (KSA) that can be observed or

measured and occurs at any time or place from exposure to
environmental stimuli
• Patient Education – assisting people to learn health-related
behaviors that they can incorporate into everyday life with the goal of
achieving optimal health and independence in self-care

• Staff education – process of influencing the behavior of nurses

by producing changes in their KSA to help them maintain and
improve their competencies for the delivery of high-quality care to
the consumer
The ASSURE Model
• Analyze the learner
• State the objectives
• Select the instructional methods and materials
• Use the instructional methods and materials
• Require learner performance
• Evaluate the teaching plan and revise as necessary
CONTEMPORARY ROLE OF
NURSE AS EDUCATOR
 Low priority
Lack of time status of client
ed
Lack of Lack of
motivation & confidence and
skill competence

Negative Questionable
influence of effectiveness of
environs client ed

Factors
Absence of interfering
Documentation
Third-Party with HP’s difficulties
reimbursement ability to
teach
 Lack of time
(rapid d/c or
Literacy episodic care) Stress of
problems illness

Negative
Readiness to
influence of
learn issues
environment

Complexity,
Extent of
fragmentation
needed
, and
behavior
inconvenience
changes
of HCS

Factors
interfering
Lack of with ability Denial of
support from
of learner learning needs
HPs or SOs
to process
info
APPLICATION OF ETHICAL
PRINCIPLES TO PATIENT
EDUCATION
Four Elements of INFORMED CONSENT

•Competence
•Disclosure of information
•Comprehension
•Voluntariness
Non-Maleficence vs. Beneficence
• Negligence
• Conduct which falls below the standard established by law for the protection of
others against unreasonable risk of harm (Brent, 2001)

• Malpractice
• Limited class of negligent activities committed within the scope of performance
by those pursuing a particular profession involving highly skilled and technical
services (Lesnik & Anderson, 1962)
• Negligence, misconduct, or breach of duty by a professional person that
results in injury or damage to a patient (Reising & Allen, 2007)
 Justice
• Fairness and equitable distribution of goods and services
• Decision making for fair distribution (Tong, 2007):
• To each, an equal share
• To each, according to need
• To each, according to effort
• To each, according to contribution
• To each, according to merit
• To each, according to the ability to pay