HEALTH EDUCATION

INTRODUCTION

Education in health care today—both patient  Mid 1800 – nursing was first acknowledged as a
education and nursing staff/student unique discipline, teaching has been recognized as an
education—is a topic of utmost interest to important role of nurses as caregiver.
nurses in every setting in which they practice.
 Early 1900 – role of a nurse as teacher in disease
Teaching is an important aspect of the nurse’s prevention in the community was clearly understood
professional role (Andersson, Svanström, Ek,
 For decades – patient teaching has been recognized
Rosén, & Berglund, 2015; Friberg, Granum, &
as an independent nursing function.
Bergh, 2012) whether it be educating patients
and their family members, colleagues, or nursing
students.  1918 – NLNE National League of Nursing
Education observed the importance of health
“Patient education has been a part of health care teaching as a function within the scope of nursing
since the first healer gave the first patient advice practice 2 decades later-they recognized nurses as
about treating his (or her) ailments” (May, 1999, p. agents for the promotion of health & prevention of
3). illness in all setting.
Although the term patient education was not  1950 – NLNE identified course content in
specifically used, considerable efforts by the nursing school curricula to prepare nurses to assume
earliest healers to inform, encourage, and caution the role as teachers
patients to follow appropriate hygienic and
therapeutic measures occurred even in prehistoric  1993 JCAHO – established nursing standards
times (Bartlett, 1986). for patient education

B h l h l h i i  2006 - NLNE developed the 1st certified nurse

Florence Nightingale educator (CNE) exam

 The FIRST NURSE EDUCATOR

THE EDUCATION PROCESS
 The founder of modern nursing, was the
ultimate educator.
The education process is a systematic, sequential,
 She develop the first school of nursing logical, scientifically based, planned course of
action consisting of two major interdependent
 Devoted most of her career in teaching
nurses, physicians, and health officials operations: teaching and learning

 Emphasized the importance of adequate

nutrition, fresh air, exercise, and personal
This process forms a continuous cycle that also
hygiene to patients.
involves two interdependent players: the teacher
and the learner.

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 HEALTH EDUCATION
3. PERSONAL CHARACTERISTICS

4. TEACHING PRACTICES

5. EVALUATION PRACTICES

6. AVAILABILITY TO STUDENTS

Theories in Health Education Technology in

Education

A. PENDER’S HEALTH PROMOTION

The health promotion model (HPM), originally

developed by Pender in 1987 and revised in
Assue Moel
1996, has been primarily used in the discipline of
nursing (Pender, 1996).
The ASSURE model is a useful paradigm
originally developed to assist nurses to The purpose of the model is to assist nurses in
organize and carry out the education understanding the major determinants of health
process (Rega,1993). This model is behaviors as a basis for behavioral counseling
appropriate for all health professional to promote healthy lifestyles (Pender, 2011).
educators.
The Health Promotion Model notes that each
Analyze the learner. person has unique personal characteristics and
experiences that affect subsequent actions.
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.

6 Major Categories of Effective

Teaching in Nursing

1. PROFESSIONAL COMPETENCE

2. INTERPERSONAL RELATIONSHIPS WITH

STUDENTS

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 HEALTH EDUCATION
B. BANDURA’S SELF EFFICACY aunts and uncles, grandparents,
teachers, coaches, and employers
 Psychologist Albert Bandura has defined
self-efficacy as people’s belief in their 3. SOCIAL PERSUASION
ability to control their functioning and
events that affect their lives.  Receiving positive verbal feedback while
undertaking a complex task persuades a
 One’s sense of self-efficacy can provide person to believe that they have the
the foundation for motivation, well-being, skills and capabilities to succeed.
and personal accomplishment.
 For example, if one were telling an
 “it’s all about your mindset” elementary school child that they are
capable of achieving greatness and that
According to Bandura(1977), there are four they should set out to achieve anything
major sources of self-efficacy. their heart desires – this would be how
verbal persuasion looks in action.

1. MASTERY EXPERIENCES (PERFORMANCE  Verbal persuasion works at any age, but

OUTCOMES) the earlier it is administered, the more
likely it is to encourage the building of
 The most influential source is the
self-efficacy.
interpreted result of one’s previous
performance or mastery experience. 4. EMOTIONAL AND PHYSIOLOGICAL STATES

 How can one be sure that practicing and  The emotional, physical, and
acquiring new skills will lead to mostly psychological well-being of a person can
positive experiences? In most cases, influence how they feel about their
part of the reason this works so well is personal abilities in a particular situation.
that people – unknowingly throughout
this process – are teaching themselves  For example, if you are struggling with
that they are capable of acquiring new depression or anxiety, you might find it
skills. harder to have a healthy level of well-
being. Is it impossible to build self-
2. VICARIOUS EXPERIENCES (SOCIAL ROLE efficacy while suffering from some of
MODELS) these struggles? Of course not, but
boosting your self-efficacy is much
 The second important source of self-
easier when one feels healthy and well
efficacy is the vicarious experiences
(Bandura, 1982).
provided by social models.

 When one has positive role models in

C. Health Belief Model
their life (especially those who display a
 HBM is a popular model in nursing,
healthy level of self-efficacy) – one is
especially in issues focusing on patient
more likely to absorb at least a few of
compliance and preventive health care
those positive beliefs about the self.
practices.
 Social role models include older siblings,
 Addresses the relationship between a
older friends, camp counselors, parents,
person’s beliefs and behaviors.

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 HEALTH EDUCATION
 was first developed in the 1950s by  Educational
social psychologists Hochbaum,
Rosenstock and Kegels working in the  Diagnosis and
U.S. Public Health Services.
 Evaluation

PROCEED (ECOLOGICAL DIAGNOSIS)

 Policy

 Regulatory and

 Organizational

 Constructs in

 Educational and

 Environmental

 Development

CHARACTERISTICS OF LEARNER

D. PRECEDE-PROCEED MODEL

: Lawrence W . Green & Marshall W. Krueter

 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 (EDUCATIONAL DIAGNOSIS)

 Predisposing

 Reinforcing and

 Enabling

 Constructs in

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 HEALTH EDUCATION
in the learning process.

✓ The learning activities should be experiential

rather than just informational. Therefore, the
trainers should arrange the physical
surroundings to facilitate small group interaction
and promote the sharing of idea.

2. Repetition

✓ An important principle of learning is to provide

the learner with the opportunity for practice and
repetition.

✓ To gain the full benefit of training, learned

behaviors must be overlearned to ensure
smooth performance and a minimum of
forgetting at a later date.

✓ Proficiency in learning and retaining new skills

is improved when individuals visualize
themselves performing the new behavior.

3. Relevance

✓ Learning is helped when the material to be

learned is meaningful. The learning should be
problem-centered rather than content centered.

✓ People are motivated to learn when training is

PRINCIPLES OF LEARNING
immediately relevant to help them solve a
 Learning principles are guidelines for current problem. Learning something just
because someone says “it is important” is not as
how people learn most effectively.
motivating.
5 Principles of Learning 4. Transference
1. Participation ✓ Because the training occurs in a special
environment, an important question to ask is
✓ Learning should permit and encourage the
whether learning will transfer to the actual job
active participation of the learner.
situation.
✓ Participation improves motivation and
✓ Transfer of training occurs when trainees can
apparently engages more senses that reinforce
apply the knowledge and skills learned in
the learning process. As a result of participation,
training courses to their jobs. The training has
people learn more quickly and retain that
failed if the learning in one setting does not
learning longer.
transfer to the actual job situation.
✓ For example, most people never forget how to
5. Feedback
ride a bicycle because they actively participated

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 HEALTH EDUCATION
✓ Feedback gives learners information on their Stimulus – response bonds are strengthened by
progress. Performance feedback is a necessary rewards and punishment.
prerequisite for learning. Feedback improves
performance not only by helping learners correct
their mistakes but also by providing
A. Classical Conditioning theory (Ivan Palov)
reinforcement for learning.
✓ Classical conditioning is a form of learning
✓ Knowledge of results is a positive
whereby a conditioned stimulus (CS) becomes
reinforcement in itself. Learning activities have
associated with an unrelated unconditioned
more intrinsic interest if feedback is available.
stimulus (US) in order to produce a behavioral
LEARNING is defined in this chapter as a response known as a conditioned response (CR).
relatively permanent change in mental ✓ The conditioned response is the learned
processing,emotional functioning, skill, and/ or response to the previously neutral stimulus. The
behavior as a result of exposure to different unconditioned stimulus is usually a biologically
experiences. It is the lifelong, dynamic process significant stimulus such as food or pain that
by which individuals acquire new knowledge or elicits an unconditioned response (UR) from the
skills and alter their thoughts, feelings, attitudes, start. The conditioned stimulus is usually neutral
and actions. and produces no particular response at first, but
after conditioning it elicits the conditioned
A LEARNING THEORY is a coherent framework
response.
of integrated constructs and principles that
describe, explain, or predict how people learn. ✓ Extinction is the decrease in the conditioned
Psychological learning theories and motor response when the unconditioned stimulus is no
learning are discussed in this chapter, each of longer presented with the conditioned stimulus.
which has direct applicability to nursing practice.
✓ When presented with the conditioned
Types of learning theories stimulus alone, the individual would show a
weaker and weaker response, and finally no
1. Behaviorist Learning Theory response. In classical-conditioning terms, there
is a gradual weakening and disappearance of
✓ Focusing mainly on what is directly
the conditioned response.
observable, behaviorists view learning as the
product of the stimulus conditions (S) and the ✓ Related to this, spontaneous recovery refers
responses (R) that follow. to the return of a previously extinguished
conditioned response following a rest period.
✓ Based on behavioral theories, behavior is a
Research has found that with repeated
result of a series of conditioned reflexes and all
extinction/recovery cycles, the conditioned
emotion and thought is a result of behavior
response tends to be less intense with each
learned through conditioning. (Watson).
period of recovery.
Complex learning occurs through conditioning;
stimulus and response bonds are strengthened B. Behavior Modification theory (Operant
simply because they occur together (Watson Conditioning, B. F. Skinner)
and Guthrie).
✓ This theory was based on Thorndike’s (1898)
✓ learning is defined by the outward expression law of effect; a principle that states that
of new behaviors. behavior that is followed by pleasant

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 HEALTH EDUCATION
through their association with a primary
reinforcer. i.e., they do not directly satisfy a need
but may be the means to do so. E.g., Money! You
cannot eat it or drink it, but if you have it, you can
buy whatever you want. So, a secondary
reinforcer can be just as powerful a motivator as
a primary reinforcer.

f. Shaping

✓ In shaping, the form of an existing response is

gradually changed across successive trials
consequences is likely to be repeated, and towards a desired target behavior by rewarding
behavior followed by unpleasant consequences exact segments of behavior.
is less likely to be repeated (Reinforcement).

2. COGNITIVE
B.F. Skinner proposed his theory on operant
✓ Whereas behaviorists generally ignore the
conditioning by conducting various experiments on
animals. He used a special box known as “Skinner internal dynamics of learning, cognitive learning
Box” for his experiment on rats. theorists stress the importance of what goes on
inside the learner.
a. Positive Reinforcement
✓ Cognitive theory is composed of subtheories
✓ Presenting the subject with something that it and is widely used in education and counseling.
likes. e.g., Skinner rewarded his rats with food
pellets.

b. Negative Reinforcement

Reward – in the sense of removing or avoiding

some aversive (painful) stimulus. E.g., Skinner's
rats learned to press the lever in order to switch
off the electric current in the cage.
According to this perspective, the key to learning
c. Punishment and changing is the individual’s cognition
(perception, thought, memory, and ways of
✓ Imposing an aversive or painful stimulus. e.g.,
processing and structuring information).
Skinner’s rats were given electric shocks.
✓ cognitive theorists maintain that reward is not
d. Primary Reinforcers
necessary for learning to take place.
✓ These are stimuli which are naturally
✓ More important are learners’ goals and
reinforcing because they directly satisfy a need.
expectations, which create disequilibrium,
E.g., food, water.
imbalance, and tension that motivate learners to
e. Secondary Reinforcers act.

✓ These are stimuli, which are reinforcing ✓ Information Processing Approach is

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 HEALTH EDUCATION
concerned with how human beings acquire, between behaviorist and cognitive learning
process, and retrieve information theories because it encompasses attention,
memory, and motivation.
✓ It is related to learning because it studies how
the learner receives information from the ✓ The social learning theory of Bandura
environment and uses it in the learning process. emphasizes the importance of observing and
modeling the behaviors, attitudes, and emotional
✓ It is a way of understanding how students reactions of others. Bandura (1977) states:
acquire, process, retain and retrieve information “Learning would be exceedingly laborious, not
will enable the teacher to help learners learn to mention hazardous, if people had to rely
effectively. solely on the effects of their own actions to
inform them what to do. Fortunately, most
Memory means keeping facts or experiences in
human behavior is learned observationally
mind and be able to retrieve it when needed.
through modeling: from observing others one
forms an idea of how new behaviors are
performed, and on later occasions this coded
Three types of memory storage systems information serves as a guide for action.”

• a. sensory memory - temporary and brief ✓ One of Bandura’s early observations was that
storage; large amount of information, short term individuals do not need to have direct
stay, senses of hearing, touching, smelling, experiences to learn. Considerable learning
tasting and vision; attention and recognition is occurs by taking note of other people’s behavior
needed; fading occurs when attention is not and what happens to them. Thus, learning is
given to the information often a social process, and other individuals,
especially significant others, provide compelling
examples or role models for how to think, feel,
• b. short term memory – information registered, and act.
attended and recognized enters in the short-
✓ Role modeling, therefore, is a central concept
term memory; holds current information, short
of social learning theory. As an example, a more
time stay; rehearsal is needed to retain the
experienced nurse who demonstrates desirable
information
professional attitudes and behaviors sometimes
serves as a mentor for a less experienced
colleague.
• c. long term memory – Large capacity store
and long time stay; most information used is ✓ Research indicates that nurse managers’
retrieved from this type of memory and cannot attitudes and actions ensuring safety,
be lost. integrating knowledge with practice, sharing
feelings, challenging staff nurses and students,
and demonstrating competence and willingness
to provide guidance to others influence the
3. Social learning theory outcomes of the clinical supervision process.
✓ Social Learning Theory, theorized by Albert 4. PSYCHODYNAMIC LEARNING THEORY
Bandura, posits that people learn from one
another, via observation, imitation, and modeling. ✓ Although not typically treated as a learning
The theory has often been called a bridge theory, some of the constructs from

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 HEALTH EDUCATION
psychodynamic theory (based on the work of 5. HUMANISTIC LEARNING THEORY
Sigmund Freud and his followers) have
significant implications for learning and ✓ Underlying the humanistic perspective on
changing behavior learning is the assumption that every individual
is unique and that all individuals have a desire to
✓ It is largely a theory of motivation that grow in a positive way.
stresses emotions rather than cognition or
responses. The psychodynamic perspective ✓ Like the psychodynamic theory, the
emphasizes the importance of conscious and humanistic perspective is largely a motivational
unconscious forces in guiding behavior, theory. From a humanistic perspective,
personality conflicts, andthe enduring effects of motivation is derived from each person’s needs,
childhood experiences on adult behavior. subjective feelings about the self, and the desire
to grow humanists contend that self-concept
✓ A central principle of the theory is the idea and self-esteem are necessary considerations in
that behavior may be conscious or any learning situation
unconscious— that is, individuals may or may
not be aware of their motivations and why they
feel, think, and act as they do.
✓ Feelings and emotions are the keys to
✓ Healthy ego (self) development, as learning, communication, and understanding in
emphasized by Freud’s followers, is an humanistic psychology. Humanists worry that in
important consideration in healthcare fields. For today’s stressful society, people can easily lose
example, patients with ego strength can cope touch with their feelings, which sets the stage
with painful medical treatments because they for emotional problems and difficulties in
recognize the long-term value of enduring learning.
discomfort and pain to achieve a positive
Learning styles refer to the ways in which
outcome.
and conditions under which learners most
✓ Patients with weak ego development, in efficiently and most effectively perceive,
contrast, may miss their appointments and process, store, and recall what they are
treatments or engage in short-term pleasurable attempting to learn (James Gardner, 1995) and
activities that work against their healing and their preferred approaches to different learning
recovery. tasks (Cassidy, 2004; Furnham,2012).

✓ A significant aspect of the learning and • Keefe (1979) further defined learning style as
healing process involves helping patients the way that learners learn that takes into
develop ego strength and adjust realistically to a account the cognitive, affective, and
changed body image or lifestyle brought about physiological factors affecting how learners
by disease and medical interventions. Nurses perceive, interact with, and respond to the
and other health professionals also require learning environment.
personal ego strength to cope with the
numerous predicaments in the everyday practice
of delivering care as they face conflicting values,
ethics, and demands. Professional burnout, for
example, is rooted in an overly idealized concept
of the healthcare role and unrealistic
expectations for the self in performing the role.

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 HEALTH EDUCATION
6 Learning Style Principles VARK Learning Style

1. The style by which the teacher and student

prefers to learn can be identified

2. Teachers need to guard against over teaching

their own preferred learning styles

3. Teachers are most helpful when they assist

students in identifying and learning through the
own style preferences.

4. Students should have the opportunity to learn

through their preferred style.

5. Students should be encouraged to diversify

TYPES OF LEARNING
their style preferences.
SIGNAL LEARNING: The person develops a
6. Teachers can develop specific learning general diffuse reaction to stimuli example
activities that reinforce each modality or style. is RetDemo.

CHAINING: Is the acquisition of a series of

related conditioned responses or stimulus
response connections. Example is IV
infusion backflow.

RULE LEARNING: Chain of concepts or a

relationships between concepts "If...then"
relationship.

CONCEPT LEARNING: Learning how to

classify stimuli into groups represented by a
common concept.

VERBAL ASSOCIATION: Process of

Learning Medical termtoology Like
Appendectomy.

PROBLEM SOLVING: Must be able to recall

Gardner’s Seven Types of Intelligence
& apply previously learned rules that relate
Howard Gardner (1983) –developed a theory to the situation.
focused on seven types of intelligence. It was
found useful in looking at styles of learning THEORIES IN HEALTH EDUCATION
among children.
• The health promotion model (HPM),
originally developed by Pender in 1987 and
revised in 1996, has been primarily used in

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 HEALTH EDUCATION
the discipline of nursing (Pender, 1996). index, pubertal status, aerobic capacity,
strength, agility, or balance.
• The purpose of the model is to assist
nurses in understanding the major ✓ Personal psychological factors. Include
determinants of health behaviors as a basis variables such as self-esteem, self-
for behavioral counseling to promote motivation, personal competence, perceived
healthy lifestyles (Pender, 2011). health status, and definition of health.

• The Health Promotion Model notes that ✓ Personal socio-cultural factors. Include
each person has unique personal variables such as race, ethnicity,
characteristics and experiences that affect acculturation, education, and
subsequent actions. socioeconomic status.

• The set of variables for behavioral specific

knowledge and effect have important
motivational significance.

• These variables can be modified through

nursing actions.

• Health-promoting behavior is the desired

behavioral outcome and is the endpoint in
the Health Promotion Model. • High self-efficacy has numerous benefits
to daily life, such as resilience to adversity
• Health-promoting behaviors should result and stress, healthy lifestyle habits, improved
in improved health, enhanced functional employee performance, and educational
ability, and better quality of life at all achievement.
development stages.
• The term ‘self-efficacy” was first coined by
• The final behavioral demand is also psychologist Albert Bandura (1977), a
influenced by the immediate competing Canadian-American psychologist and a
demand and preferences, which can derail professor at Stanford University.
intended health-promoting actions.
• He originally proposed the concept, in his
Subconcepts of the Health Promotion own words, as a personal judgment of “how
Model well one can execute courses of action
required to deal with prospective
✓ Personal factors are categorized as
situations”Albert Bandura (1977) states
biological, psychological, and socio-cultural.
individuals develop their self-efficacy beliefs
These factors are predictive of a given
by interpreting information from four main
behavior and shaped by the target
sources of influence.
behavior’s nature being considered.

✓ Personal biological factors. Include

variables such as age, gender, body mass

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 HEALTH EDUCATION
• Receiving positive verbal feedback while
undertaking a complex task persuades a
person to believe that they have the skills
and capabilities to succeed.

• For example, if one were telling an

elementary school child that they are
capable of achieving greatness and that
they should set out to achieve anything their
heart desires this would be how verbal
1. Mastery Experiences (Performance
persuasion looks in action.
Outcomes)
• Verbal persuasion works at any age, but
• The most influential source is the
the earlier it is administered, the more likely
interpreted result of one’s previous
it is to encourage the building of self-
performance or mastery experience.
efficacy.
• How can one be sure that practicing and
acquiring new skills will lead to mostly
positive experiences? In most cases, part of 4. Emotional and Physiological States
the reason this works so well is that people
– unknowingly throughout this process – • The emotional, physical, and psychological
are teaching themselves that they are well-being of a person can influence how
capable of acquiring new skills. they feel about their personal abilities in a
particular situation.
2. Vicarious Experiences (Social Role
Models) • For example, if you are struggling with
depression or anxiety, you might find it
• The second important source of self- harder to have a healthy level of well-being.
efficacy is the vicarious experiences Is it impossible to build self-efficacy while
provided by social models. suffering from some of these struggles? Of
course not, but boosting your self-efficacy
• When one has positive role models in their
is much easier when one feels healthy and
life (especially those who display a healthy
well (Bandura, 1982).
level of self-efficacy) – one is more likely to
absorb at least a few of those positive • However, Bandura (1977) states, “it is not
beliefs about the self. the sheer intensity of emotional and
physical reactions that is important but
• Social role models include older siblings,
rather how they are perceived and
older friends, camp counselors, parents,
interpreted.
aunts and uncles, grandparents, teachers,
coaches, and employers. • People who have a high sense of efficacy
are likely to view their state of affective
3. Social Persuasion
arousal as an energizing facilitator of

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 HEALTH EDUCATION
performance, whereas those who are beset exchange
by self-doubts regard their arousal as a
debilitator.”

• Thus, individuals can improve their sense Demonstration and Return

of self-efficacy by learning how to manage Demonstration
anxiety and enhance their mood when
Demonstration is done by the educator to
experiencing challenging situations.
show the learner how to perform a
particular skill while return demonstration is
carried out by the learner in an attempt to
Lecture perform a task with cues from the teacher
as needed.
 is a teaching method consisting of
explanation of facts, principles
which the educator wants to convey
to the audience. Role modeling

 is an ideal way to provide  This method is called identification

foundational background which emanates from the theory of
information as a basis for Bandura. This method primarily
subsequent group discussions. A achieves behavior change in the
lecture can be easily supplemented affective domain.
with handout materials or other
 Nurse educators have many
audiovisual aids.
opportunities to demonstrate
behaviors they would like to instill in
learner, whether they be patients or
B. Group discussion family members.

Group discussion is a method of teaching The case study approach offers learners an
whereby learners get together to exchange opportunity to become thoroughly
information, feelings and opinions with one acquainted with a patient situation before
another and with the educator. discussing patient and family needs and
identifying health-related problems.

Case studies lead to the development of

One – to – One Instruction analytical and problem-solving skills,
exploration of complex issues, and
- One – to - one instruction involves
application of new knowledge and skills in
delivering information specially designed to
the clinical practice arena.
meet the needs of an individual learner. It is
an opportunity for both the educator and the
learner to communicate knowledge, ideas
and feelings primarily through verbal Interactions in seminar groups are

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 HEALTH EDUCATION
stimulated by the posing of questions by information to students and nurses in a
the educator. The educational format of time- saving way, to teach critical thinking
seminars consists of several sessions in and problem solving, to provide stimulations
which a group of staff nurses or students, of reality, and to educate from a distance.
facilitated by an educator, discuss
questions and issues that emerge from
assigned readings on a topic of practical TYPES
relevance (Jaarsma et al.,2009).
1. Computer – Assisted Instruction

✓ Refers to virtually any kind of computer

Simulation is a trial-and-error method of used in educational settings such as:
teaching whereby an artificial experience is
created that engages the learner in an  Drills and practice
activity that reflects real-life conditions but
without the risk-taking consequences of an  Tutorials, simulations
actual situation.
 Instructional management
Simulation is a highly innovative teaching
 Supplementary exercises
method to teach health professionals about
the complex world of health care in their  Programming and other applications
respective disciplines in an effective,
efficient, safe, and high-quality fashion.  Database development

 Writing using word processors

Role play, sometimes alternatively referred

to as role playing, is a method of instruction
2. Internet
by which learners actively participate in an
unrehearsed dramatization. Participants are ✓ Worldwide and publicly accessible series
asked to play an assigned character as they of interconnected computer networks that
think the character would act realistically. transmit data by packet switching using the
This technique is intended to arouse Standard Internet Protocol (IP)
feelings and elicit emotional responses in
the learners. ✓ It is a network of networks consists of
millions of smaller domestic, academic
Teaching Strategies and Methodologies business and government networks which
for Teaching and Learning together carry various information and
internet based services such as electronic
mail, online chat, file transfer and the
III. COMPUTER TEACHING STRATEGIES interlinked web pages, networking and other
resources of the World Wide Web or www.
COMPUTERS are used to communicate
3. Virtual Reality

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 HEALTH EDUCATION
✓ A technology which allows the user to
interact with a computer-simulated
environment, real or imagined.

✓ Often used to describe a wide variety of

applications commonly associated with its
immersive, highly visual 3D environments

Note: Hindi ko na sinama since some of

the topics naman is self-explanatory
nalang

REBUCAN, JESS DANIEL V.