Health Education Flashcards
(148 cards)
1
Q
It is systematic, sequential, planned course of action consisting of two
major interdependent operations
A
Education process
2
Q
What are the two major interdependent operations
A
Teaching and learning
3
Q
It is a deliberate intervention that involves the planning and implementation of
instructional activities and experiences to meet intended learner outcomes according to a
teaching plan
A
Teaching
4
Q
It is a component of teaching that involves the communicating of information about a specific skill in the cognitive, psychomotor, or affective domain
A
Instruction
5
Q
It is defined as a change in behavior (knowledge, skills, and attitudes) that can
occur at any time or in any place as a result of exposure to environmental stimuli.
A
Learning
6
Q
It is a process of assisting people to learn health related behaviors
(knowledge, skills, attitudes, and values) so that they can incorporate those behaviors into
everyday life.
A
Patient Education
7
Q
It is a process of influencing the behavior of nurses by producing
changes in their skills, attitudes, knowledge, and values
A
Staff Education
8
Q
What are the criteria of Teaching & Instruction
A
-Formal
-Structured
- Organized activities
-Produces learning
9
Q
What are the Education process parallels nursing process
A
- Assessment
- Planning
- Implementation
- Evaluation
10
Q
It is a nursing process that appraise physical and psychological needs
A
Assessment
11
Q
Education process of assessment is ascertain ____,_____ and___
A
Learning needs, readiness to learn, and learning style
12
Q
It is a nursing process that develop care plan based on mutual goal setting to meet individual needs
A
Planning
13
Q
It is a education process that develop teaching plan based on mutually predetermined behavioral outcomes to meet individual needs
A
Planning
14
Q
It is a nursing processes that carry put nursing care interventions using standard procedures
A
Implementation
15
Q
It is a education process perform the act of teaching using specific teaching methods and instructional materials
A
Implementation
16
Q
It is a nursing process that determine physical and psychological outcomes
A
Evaluation
17
Q
It is a education process that determine behavior changes (outcome) in knowledge, attitude, and skills
A
Evaluation
18
Q
Health education is also know
A
Client teaching
19
Q
It is a system of activities intended to produce health or illness related learning. Health education may promote a change in knowledge or ways of thinking. It may clarify values or bring about a shift in belief attitude. It may facilitate the acquisition of skills. It may cause changes in
behavior or lifestyle.
A
HEALTH EDUCATION or client teaching
20
Q
It is a act that states that one of the duties of a nurse is to provide health education to individuals, families and communities.
A
Article VI, section 28 of the RA 9173
21
Q
Article VI, section 28 of the RA 9173 also know as
A
Philippine Nursing Act of 2002
22
Q
True or false:
Based in the role of nurse in HE
The role of nurse educator evolved from healer to expert advisor/teacher to facilitator of change.
A
True
23
Q
True or false: the role of the nurse in HE
Another role of nurse educators is training the train
A
True
24
Q
What year does
Nursing was recognized as unique discipline. Teaching has been recognized as an important
health care initiative assumed by the nurses.
Focus is not only on the care of the sick but also on education other nurses for professional
practice.
A
Mid-1800’s
25
Who is the ultimate educator because she dedicated a large
portion of her career in educating those who are involve in the delivery of health care
(Physicians, nurses, health officials)
Florence Nightingale
26
Give the Nurses are expected to provide instruction to assist the consumers in:
Maintaining optimal level of wellness
Prevention of diseases, manage illness, and
Develop skills to give supportive care to family members.
From disease oriented, we now focus on prevention-oriented patient education to
ultimately become health-oriented patient education.
27
What year does
public health nurses in the US began to understood the importance of education in
the prevention of disease and maintenance of health
Early 1900s
28
NLNE stand for
National League for Nursing Education
29
Who observed the importance of health
teaching as a function within the scope of nursing practice.
NLNE (National League for Nursing Education)
30
What year does the course content dealing with teaching skills, developmental and educational
psychology, and principles of educational process of teaching and learning as areas in the
curriculum common to all nursing schools.
1950
31
What year does state nurse practice acts (NPAs) universally include teaching within the scope of
nursing practice.
Today
32
NPAs stand for
nurse practice acts
33
Nurse Educator’s role evolved from:
Disease-oriented approach to Prevention-oriented approach
Wise healer to expert advisor/teacher to facilitator of change.
34
it refers to the capacity of a rational individual to make an informed, un-
coerced decision.
Autonomy
35
It is the state of being in accord with a particular fact or reality, or being in accord with
the body of real things, real events or actualities
Veracity
36
It is action that is done for the benefit of others. Beneficent actions can be taken to
help prevent or remove harms or to simply improve the situation of others
Beneficence
37
means to
Nonmaleficence
38
It means keeping information given by or about an individual in the course of
a professional relationship secure and secret from others.
Confidentiality
39
It is fair treatment of individuals to the equitable allocation of healthcare
Justice
40
The patient’s right to adequate information regarding his or her physical condition,
medications, risks, and access to information regarding alternative treatments is specifically
spelled out in the _____
Patient’s bill of Rights
41
Health teaching should be properly documented in the patient’s
record. Unfortunately, this is probably the most undocumented skill because nurses do not
recognize the scope and depth of the teaching they do.
Documentation
42
What are the THEORIES IN HEALTH EDUCATION
1. Health Promotion Theory
2. Self Efficacy Theory
3. Health Belief Model
4. Precede-Proceed Model
43
defines health as “a positive dynamic state not merely the absence of disease.”
health promotion model
44
It is directed at increasing a client’s level of well-being. It describes the multi-dimensional nature of persons as they interact within the environment to pursue health.
Health promotion
45
It is defined as behavior motivated by the desire to increase well-being and actualize human health potential. It is an approach to wellness.
Health promotion
46
It is described as behavior motivated desire to
actively avoid illness, detect it early, or maintain functioning within the constraints of
illness
health protection or illness prevention
47
prior related behavior and personal
factors
Individual characteristics and experiences
48
It perceived benefits of action, perceived barriers
to action, perceived self-efficacy, activity-related affect, interpersonal influences, and
situational influences
Behavior-specific cognitions and affect
49
It is commitment to a plan of action, immediate competing demands and preferences, and health-promoting behavior
Behavioral outcomes
50
These factors are predictive of a given behavior and shaped by
the nature of the target behavior being considered.
Personal Factors
51
What are the 3 personal factors
Personal biological factors
Personal psychological factors.
Personal socio-cultural factors
52
Include variables such as age gender body mass index
pubertal status, aerobic capacity, strength, agility, or balance.
Personal biological factors
53
Include variables such as self-esteem, self-
motivation, personal competence, perceived health status, and definition of health.
Personal psychological factors
54
Include variables such as race, ethnicity,
acculturation, education, and socioeconomic status
Personal socio-cultural factors
55
It anticipated positive outcomes that will occur from health
behavior.
Perceived Benefits of Action
56
It anticipated, imagined or real blocks and personal costs of
understanding a given behavior
Perceived Barriers to Action
57
It is judgment of personal capability to organize and execute a
health-promoting behavior. Perceived self-efficacy influences perceived barriers to action so higher efficacy results in lowered perceptions of barriers to the performance of the behavior.
Perceived Self-Efficacy
58
subjective positive or negative feeling that occurs before, during
and following behavior based on the stimulus properties of the behavior itself.
Activity-Related Affect
59
It influences perceived self-efficacy, which means the more positive the subjective feeling,
the greater the feeling of efficacy. In turn, increased feelings of efficacy can generate a further
positive affect
Activity-related
affect
60
It is cognition concerning behaviors, beliefs, or attitudes
of the others.
Interpersonal Influences
61
Interpersonal influences include
Norms
Social support
Modeling
62
Primary sources of interpersonal influences are
families, peers, and healthcare providers.
63
It is - personal perceptions and cognitions of any given situation or context
that can facilitate or impede behavior. Include perceptions of options available, demand
characteristics and aesthetic features of the environment in which given health promoting is
proposed to take place.
Situational Influences
64
It is the concept of intention and identification of a planned
strategy leads to the implementation of health behavior
Commitment to Plan of Action
65
It is a alternative behaviors over which individuals have low
control because there are environmental contingencies such as work or family care
responsibilities.
Competing demands
66
It is a alternative behaviors over which individuals exert relatively
high control, such as choice of ice cream or apple for a snack
Competing preferences
67
It is a health-promoting behavior is an endpoint or
action outcome that is directed toward attaining positive health outcomes such as optimal
wellbeing, personal fulfillment, and productive living.
Health-Promoting Behavior
68
Whos theory of the Health Promotion Theory
Nola Pender
69
Who is the theories is the self efficacy
Albert bandura
70
It is "the belief in one’s capabilities to
organize and execute the courses of action required to manage prospective situations."
Self efficacy
71
It is a person’s belief in his or her ability to succeed in a particular situation. Bandura
described these beliefs as determinants of how people think, behave, and feel. Our belief in our
own ability to succeed plays a role in how we think, how we act, and how we feel about our
place in the world.
Self efficacy
72
How does self-efficacy develop
Mastery experiences
Social Modeling
Social Persuasion
Psychological Responses
73
The most effective way of developing a strong sense of
efficacy is through _____
mastery experiences
74
Witnessing other people successfully completing a task is another
important source of self-efficacy. According to Bandura, "Seeing people similar to
oneself succeed by sustained effort raises observers' beliefs that they too possess the
capabilities to master comparable activities to succeed."
Social modeling
75
Bandura also asserted that people could be persuaded to believe
that they have the skills and capabilities to succeed. Consider a time when someone
said something positive and encouraging that helped you achieve a goal. Getting
verbal encouragement from others helps people overcome self-doubt and instead focus
on giving their best effort to the task at hand.
Social Persuasion
76
Our own responses and emotional reactions to situations
also play an important role in self-efficacy. Moods, emotional states, physical reactions,
and stress levels can all impact how a person feels about their personal abilities in a
particular situation. A person who becomes extremely nervous before speaking in
public may develop a weak sense of self-efficacy in these situations. However, Bandura
also notes "it is not the sheer intensity of emotional and physical reactions that is
important but rather how they are perceived and interpreted."
Psychological Responses
77
It is a tool that scientists use to try and predict health behaviors.
It was originally developed in the 1950s and updated in the 1980s. The model is based on the
theory that a person's willingness to change their health behaviors is primarily due to their health
perceptions. According to this model, your individual beliefs about health and health conditions
play a role in determining your health-related behaviors.
Health Belief Model (HBM)
78
The probability that a person will change their health behaviors to
avoid a consequence depends on how serious they believe the consequences will be.
Perceived Severity
79
People will not change their health
behaviors unless they believe that they are at risk.
Perceived Susceptibility
80
It's difficult to convince people to change a behavior if there isn't
something in it for them. People don't want to give up something they enjoy if they don't
also get something in return.
Perceived benefits
81
One of the major reasons people don't change their health
behaviors is that they think doing so is going to be hard. Changing your health
behaviors can cost effort, money, and time.
perceived barriers
82
This are external events that prompt a desire to make a health change. It is something that helps move someone from wanting to
make a health change to actually making the change.
Cues to action
83
It is an element that wasn't added to the model until 1988. It looks at a person's belief in their ability to make a health- related change. It may seem
trivial, but faith in your ability to do something has an enormous impact on your
actual ability to do it.
Self efficacy
84
What are the 4 major concept of health belief model
Perceived severity
Perceived susceptibility
Perceived benefits
Perceived barrier
Cues to action and self efficacy
85
It provides a comprehensive structure for assessing health and quality of
life needs, and for designing, implementing, and evaluating health promotion and other public
health programs to meet those needs. It guides planners through a process that starts with desired outcomes and then works backwards in the
causal chain to identify a mix of strategies for achieving those objectives
PRECEDE-PROCEED
86
It is regarded as being influenced by both individual and
environmental factors, and hence has two distinct parts.
Health behavior
87
Two distinct parts
educational diagnosis
ecological diagnosis
88
P R E C E D E stands for
P- predisposing
R- reinforcing
E- enabling
C- constructs
E- educational
D-diagnosis
E- evaluation
89
PROCEED stand for
P- policy
R- regulatory
O- organizational
C- constructs
E- educational
E- environmental
D- development
90
It is multidimensional and is founded in the social/behavioral sciences, epidemiology,
administration, and education
Model
91
It is framework was first developed and introduced in the 1970s by Green and
colleagues.
PRECEDE
92
It is based on the premise that, just as a medical diagnosis precedes a
treatment plan, an educational diagnosis of the problem is very essential before developing and
implementing the intervention plan.
PRECEDE
93
It was added to the framework in consideration of the growing recognition of
the expansion of health education to encompass policy, regulatory and related
ecological/environmental factors in determining health and health behaviors. As health-related
behaviors such as smoking and alcohol abuse increased or became more resistant to change, so
did the recognition that these behaviors are influenced by factors such as the media, politics,
and businesses, which are outside the direct control of the individuals.
PROCEED
94
It is a participatory model for creating successful community health
promotion and other public health interventions. It is based on the premise that behavior change
is by and large voluntary, and that health programs are more likely to be effective if they are
planned and evaluated with the active participation of those people who will have to implement
them, and those who are affected by them.
PRECEDE-PROCEED model
95
It is a process concerned with designing, implementing and evaluating educational programs that enable families, groups, organizations and communities to play active role in achieving, protecting and sustaining health
Health education
96
It is systematic, sequential, planned course of action with teaching and learning as its 2 major interdependent functions and the teacher and learner as the key players involved (Bastable, 2003)
Education process
97
It is a deliberate intervention involving the planning and implementation of instructional activities and experences to meet the intended learner outcomes based on the teaching plan.
Teaching
98
What are the principles of teaching:
1. The opportunities for teaching are varied
2. Teaching is an interactive process
3. Teaching is learner-centered
4. Teaching is organized
5. Teaching involves multiple roles:
6. Teaching is dynamic
99
Teaching involves multiple roles:
-Representative of society
-Judge
-Resource
-Helper
-Referee
- Detective
-Object of Identification
- Ego-supporter
- Parent surrogate
- Target of hostilities
- Object of affection
100
It just one aspect of teaching which involves communicating information about a specific skill
Instruction
101
It is a change in that can occur at any time or in any place as a result of exposure to environmental stimuli.
Learning
102
It is process of assisting people to learn health-related behaviors which can be incorporated into their everyday lives.
Patient education
103
3 Pillars of the T-L process:
- Teacher
- Learner
- Subject-matter
104
COMPARISON OF THE NURSING PROCESS and the EDUCATION PROCESS SIMILARITIES (Bastable.
2003)
1. Both consist of the basic element of APIE
2. Logical, scientifically-based frameworks. Rational basis for nursing practice
3. Both are methods of monitoring and judging the overall quality of nursing interventions based on objective data and scientific criteria
105
It is focuses on planning and implementation of care based on assessment and diagnosis of the patient's physical and psychosocial needs
Nursing process
106
It identifies instructional content and methods based on an assessment of the client's learning needs, readiness to learn and learning styles
Education process
107
ASSURE Model as Education Process Paradigm. ASSURE stands for
A - Analyze the learner
S- State the objectives using SMART based on the course syllabus
S - Select the instructional media and materials
U - Use the materials and instructional media
R - Require learner participation by preparing activities that will encourage students to respond and actively participate
- E - Evaluate and revise effectivity of presentation
108
SMART stand for
specific, measurable, achievable, relevant, and time-bound.
109
ROLE OF NURSES AS HEALTH EDUCATORS
> Giver of information
• Facilitator of learning
> Coordinator of teaching
> Client advocate
110
Effective teachers are:
- Committed
- Creative
- Intuitive
111
Hallmark of Effective Teaching in Nursing (Jacobsen)
1. Professional competence
2. Possession of skillful interpersonal relationships with students
3. Desirable personal characteristics of the teacher
4. Teaching practices
5. Evaluation practices
6. Availability to students especially in the laboratory, clinical and other skills application areas
112
3 basic approaches to increase self-esteem and reduce anxiety:
1. Empathic Listening
2. Accepting the learner as they are
3. Communicating honestly with your students
113
indicating reception;
recognizing the other person without inserting own values or judgments;
may be verbal or nonverbal; with or without understanding
Accepting
114
An ___response indicates the nurse has heard and followed the train of thought. It does not indicate agreement but is nonjudgmental. Facial expression, tone of voice, and so forth also must convey acceptance or the words will lose their
meaning.
Accepting
115
It is an active process of receiving information and examining
one's reaction to mess ages received
Active listening
116
Give Example of accepting
"Yes"
"I follow what you said"
Nodding
117
Example of active listening
Maintaining eye contact and receptive nonverbal
communi cation
118
True or false: Active listening rationale : Nonverbally communicates nurse's interest and
acceptance to client
True
119
It is showing interest and involvement without saying anything else
Neutral response
120
True or false : Neutral response
Rationale:
Being nonjudgmental. Refrain from showing negative emotions of disapproval, surprise, anger, dislike,
True
121
It experiencing another's feeling temporarily; truly being with and understanding another through active listening
Empathy
122
As appropriate to the client's culture
Eye contact
123
It is making oneself available
Offering self
124
Example of offering self
“Ill sit with you awhile."
"Ill stay here with you."
"I'm interested in what you think."
125
True or false: offering self rationale:
The nurse can offer his presence, interest, and desire to understand. It is important that this offer is unconditional, that is, the client does not have to
True
126
It is discharge of energy through comic enjoyment of the imperfect
respond verbally to get the nurse's attention.
Humor
127
Example of humor
"This gives a whole new meaning to just relax
128
True or false : humor rationale:
Can promote insight by making conscious repressed
material, resolving paradoxes, tempering aggression, revealing new options, and is a socially
True
129
It is verbalizing what the nurse perceives
Making observations
130
Example of making observations
"You appear tense."
131
True or false : making observations rationale
Sometmes clients cannot verbalize or make themselves understood
True
132
It is absence of verbal communication, which provides time for the client to put thoughts or feelings into words, regain composure, or continue talking
Silence
133
Example of silence:
Nurse says nothing but continues to maintain eye contact and conveys interest.
134
True or false : silence rationale:
Silence aften encourages the client to verbalize, provided that it is interested and expectant. Silence gives the client time to organize thoughts, direct the topic of interaction, or focus on issues that are most important. Much nonverbal behavior takes place during silence, and the nurse needs to be aware of the client and his own nonverbal behavior.
True
135
It allowing the client to
take the initiative in introducing the
topic
Broad Openings
136
Example of broad openings
*Is there something you'd like to talk about?"
Where would you like to begin?"
137
True or false: broad opening rationale
Broad openings make explicit that the dient has the lead in the interaction. For the client who is hesitant about talking, broad openings may stimulate him or her to take the intiative.
True
138
It is asking the client to consider kinds of behavior likely to be appropriate in future
situations
Formulating a plan of action
139
Example of formulating a plan of action
“What could you do to let your anger out harmlessly?'
*Next time this comes up, what might you do to handle it?"
140
True or false : formulating a plan of action rationale
It may be helpful for the client to plan it in advance what he or she might do in future similar situations.
Making definite plans increases the likelihood that the client will cope more effect vely in a similar situation.
True
141
It is underlying
issues or problems experienced by
client that emerge repeatedly during nurse-client relationship
Theme Identification
142
Example of Theme Identification
*I've noticed that in all the relationships that you have described, you've been hurt or rejected by the man. Do you think this is an underlying issue?"
"My name is..."
*Visiting hours are ..."
"My purpose in being here is..."
143
True or false : Theme Identification rationale
Informing the client of facts increases his knowledge about a topic or lets the client know what to expect.
The nurse is functioning as a resource person.
Giving information also builds trust with the client.
True
144
It is making available facts that the dient needs
Giving information
145
Example of Giving information
"Good moming, Mr. S..."
*You've finished your list of things to do."
*I notice that you've combed your hair."
146
True or false: giving information rationale
Greeting the client by name, indicating awareness of change, or noting efforts the client has made.
Shows that nurse recognizes the client as an
individual. Such recognition does not carry the notion of value, that is, of being "good" or "bad".
True
147
It acknowledging. indicating awareness
Giving recognition
148
