HEALTH

EDUCATION
INTRODUCTION

By:
Joy Katrina O. Libatique, RN
HEALTH EDUCATION
MODULE 1:

INTRODUCTION and HISTORY

1
Definition
2
Importance of Health
3
Roles & Functions of
4
History of Health
Education Nurse as Health Education
Educators
HEALTH
WORLD HEALTH ORGANIZATION (WHO)
“A state of complete physical, mental, and social well-being and not
merely the absence of disease or infirmity”.

COMPONENTS OF HEALTH:
• Physical health
• Social health
• Mental health
• Emotional health
• Spiritual health
 HEALTH EDUCATION

Health education is any combinations of

learning experiences designed to help
01 individuals and communities improve their
health, by increasing their knowledge or
influencing their attitudes.

It is a process that informs, motivates, and helps people

02 to adopt and maintain healthy practices and life styles.

Any combination of learning experience designed to

03 facilitate voluntary adaptations of behavior conducive to

health.
 HEALTH EDUCATION

PROCESS:
• INFORM
• MOTIVATE
• HELP PEOPLE TO
ADOPT AND MAINTAIN
HEALTHY PRACTICES
AND LIFESTYLES
 AIMS OF
HEALTH EDUCATION

01 Health promotion and disease

prevention

02 Early diagnosis and management

03 Utilization of health services

 CONCEPTS IN HEALTH
EDUCATION

Adoption of
Planned Learning Improvement of
Healthy
Experience Health Literacy
Behavior
WHAT IS THE
IMPORTANCE
OF HEALTH
EDUCATION?
IMPORTANCE OF
HEALTH EDUCATION
• Increase consumer satisfaction
• Improve quality of life
• Ensure continuity of care
• Decrease client anxiety
• Effectively reduce the complications of illness and incidence of disease
• Promote adherence to treatment plans
• Maximize independence in the performance of ADL
• Energize and empower consumers to become actively involved in the
planning of their care
ROLES AND
FUNCTIONS OF
NURSES AS
HEALTH
EDUCATOR
ROLES & FUNCTIONS OF NURSES AS
HEALTH EDUCATORS
NURSE EDUCATOR

• The primary source of knowledge of learners in nursing.

• The primary catalyst for the learning process.
• A role model for nursing students.
• An active facilitator, who demonstrates and teaches patient care to
nursing students in the classroom and clinical settings.
• A source of health care information and patient care to clients in need of
care.
 NURSE as HEALTH EDUCATOR

• The nurse is an AGENT for change by helping identify and solve

health related problems by :
• Informing
• Advising
• Help in the acquisition of skills
• Clarifying beliefs and values
• Enabling the adaptation of life styles
• Promoting change in the structure & organization which
promote health.
• Provide a model of values and belief related to health.
 NURSE as HEALTH EDUCATOR

Nurse health educator empowers:

• Individual
• Family
• Community
• Colleagues
NURSE as HEALTH EDUCATOR

• Empower CLIENT about

Disease process sign &
symptoms.
• How to live with their health
problem and live to their full
potential.
• Diagnostic and treatment
procedures.
• Preventative & promotive
measures.

FORMAL OR INFORMAL
ACTIVITIES OF
HEALTH
EDUCATORS
ACTIVITIES OF HE
• Assess individual & community needs
• Plan health education
• Develop health education program
• Coordinate health program
• Implement health education programs
• Evaluate health education programs
• Write proposal for health education
• Build coalitions
• Identify resources
• Organize & mobilize communities for action.
• Advocate for health related issues
• Develop Mass media campaign .
• Conduct research
• Encourage healthy behavior
HISTORY OF
HEALTH
EDUCATION
HISTORY OF
HEALTH EDUCATION
MID 1800'S
Formative years with organized Health Care
Emergence of nsg & HC profession growth

FLORENCE NIGHTINGALE
advocates patient education
HT (school & home)
HISTORY OF
HEALTH EDUCATION
FIRST 4 DECADES OF 20TH CENTURY
Formative years with organized Health Care
Supports MCH & PHN
Implement & studied: Advanced Technological equipment

PHN was emphazised (Community MCN)

HISTORY OF
HEALTH EDUCATION
LATE 1940'S - 1950'S
Technological Patient Education
Technological Advancement was emphasized

Patient Education (Hospital)

HISTORY OF
HEALTH EDUCATION
1960'S - 1970'S
Right to individualized Health Education

Health Education - Caregiver’s task (HOSP)

Patients: “HC consumers”

INDIVIDUALIZED CARE

1971-HE was included in Patient’s Bill of Rights

HISTORY OF
HEALTH EDUCATION
1980'S - 1990'S
FOCUS: Prevention and Health Promotion in
Health Education

Community-based Programs

From hosp->community

NSG STANDARDS; Training of Staff Nurses

 ACTIVITY
• Why do we need to study health
education?

• What is the importance of Health

Education to Nursing Practice?
HEALTH
EDUCATION
THEORIES AND PRINCIPLES IN
TEACHING AND LEARNING

By:
Joy Katrina O. Libatique, RN
HEALTH EDUCATION
MODULE 1:

A. Learning Theories Related to Health Care

Practice:

1
BEHAVIORIST
2
COGNITIVE
3
SOCIAL
BEHAVIORIST LEARNING THEORY
• Focus: directly observable
• S-R model of learning:
Behaviorists view learning as the product
of the stimulus conditions (S) and the
responses (R).
• Whether dealing with animals or
people, the learning process is relatively
simple.
• Behaviorists generally ignore the internal
dynamics of learning.
BEHAVIORIST LEARNING THEORY
• To modify people’s attitudes and responses, behaviorists
either alter the stimulus conditions in the environment or
change what happens after a response occurs.

S R L
unannounced Q FAILED
announced Q PASSED
COGNITIVE LEARNING THEORY
• Cognitive learning theorists stress the importance
of what goes on inside the learner.

• Cognitive theory is assumed to comprise a

number of sub theories and is widely used in
education and counseling.
COGNITIVE LEARNING THEORY
• Cognitive theorists, unlike behaviorists, maintain that
reward is not necessary for learning to take place.

• Educators trying to influence the learning process

must recognize the variety of past experiences,
perceptions, ways of incorporating and thinking about
information, and diverse aspirations, expectations,
and social influences that affect any learning
situation.

• To promote transfer of learning, the learner must

mediate or act on the information in some way.
SOCIAL LEARNING THEORY
• Includes consideration of the personal
characteristics of the learner, behavior patterns,
and the environment.
SOCIAL LEARNING THEORY
HEALTH
EDUCATION
PRINCIPLES OF TEACHING AND
LEARNING RELATED TO HEALTH

By:
Joy Katrina O. Libatique, RN
NATURE OF THE LEARNER
HUMAN DEVELOPMENT

Changes may entail:

1. GROWTH
- quantitative change.

2. DEVELOPMENT
- qualitative change.
NATURE OF THE LEARNER
2 MAJOR PROCESSES AS THE PERSON GROW
AND DEVELOP:

1. LEARNING
- relatively permanent change in behavior as a result
of experience.

2. MATURATION
- includes bodily changes which are primarily a
result of inherited traits.
 PERIOD OF LIFESPAN DEVELOPMENT
(The Developmental Stages)

 Infancy (First 12 Months of Life)

 Toddlerhood (1-2 Years of Age)
 Early Childhood (3-5 Years of Age)
 Middle and Late Childhood (6-11 Years of Age)
 Adolescence (12-19 Years of Age)
 Young Adulthood (20-40 Years of Age)
 Middle-Aged Adulthood (41-64 Years of Age)
 Older Adulthood (65 Years of Age and Older)
 LEARNING PRINCIPLES
Theory and Research-based Principles of Learning

1. Students’ prior knowledge can help or hinder learning.

2. How students organize knowledge influences how they learn and apply
what they know.
3. Students’ motivation determines, directs, and sustains what they do to
learn.
4. To develop mastery, students must acquire component skills, practice
integrating them, and know when to apply what they have learned.
5. Goal-directed practice coupled with targeted feedback enhances the
quality of students’ learning.
6. Students’ current level of development interacts with the social,
emotional, and intellectual climate of the course to impact learning.
7. To become self-directed learners, students must learn to monitor and
adjust their approaches to learning.
 TEACHING PRINCIPLES
1. Effective teaching involves acquiring relevant knowledge about students
and using that knowledge to inform our course design and classroom
teaching.
2. Effective teaching involves aligning the three major components of
instruction: learning objectives, assessments, and instructional activities.
3. Effective teaching involves articulating explicit expectations regarding
learning objectives and policies.
4. Effective teaching involves prioritizing the knowledge and skills we choose
to focus on.
5. Effective teaching involves recognizing and overcoming our expert blind
spots.
6. Effective teaching involves adopting appropriate teaching roles to support
our learning goals.
7. [Link] teaching involves progressively refining our courses based on
reflection and feedback.
HEALTH
EDUCATION
HEALTH EDUCATION PROCESS
a. Assessing the Learner

By:
Joy Katrina O. Libatique, RN
A. ASSESSING THE LEARNER
• Assessment of learners’ needs, readiness, and
styles of learning is the first and most
important step in instructional design—but it
is also the step most likely to be neglected.
• validates the need for learning and the
approaches to be used in designing learning
experiences.
• Good assessments ensure that optimal
learning can occur with the least amount of
stress and anxiety for the learner.
DETERMINANTS OF LEARNING (Haggard, 1989)
a. Learning needs—what the learner needs
and wants to learn
b. Readiness to learn—when the learner is
receptive to learning
c. Learning style—how the learner best learns
LEARNING NEEDS
Learning needs are defined as gaps in
knowledge that exist between a desired level of
performance and the actual level of
performance (Healthcare Education
Association, 1985).
METHODS TO ASSESS LEARNING NEEDS

1. Informal Conversations
2. Structured Interviews
3. Focus Groups
4. Self-Administered Questionnaires
5. Tests
6. Observations
7. Documentations
LEARNING NEEDS
1. Identify the learner
2. Choose the right setting
3. Collect data about the learner
4. Collect data from the learner
5. Involve members of the healthcare team
6. Prioritize needs
7. Determine availability of educational resources
8. Assess the demands of the organization
9. Take time-management issues into account
READINESS TO LEARN
• defined as the time when the learner
demonstrates an interest in learning the
information necessary to maintain optimal
health or to become more skillful in a job.

• Readiness to learn occurs when the

learner is receptive, willing, and able to
participate in the learning process.
LEARNING STYLES
HEALTH
EDUCATION
HEALTH EDUCATION PROCESS
b. Developing Health Education Plan

By:
Joy Katrina O. Libatique, RN
B. DEVELOPING HEALTH EDUCATION
PLAN
The purpose of health education is to positively
influence the health behavior of individuals and
communities as well as the living and working
conditions that influence their health.

1. Elements
2. Objectives
3. Strategies and Methodologies
4. Resources
5. Evaluation
1. ELEMENTS OF HEALTH EDUCATION
Health education in reality is a process where the message
is transfered from the sender to the future health
Bookworm through a communication channel. Hence, the
elements are:

1. health message
2. educated health
3. target education
4. way of health education
2. OBJECTIVES OF HEALTH EDUCATION
STEPS IN PLANNING HEALTH EDUCATION AND INTERVENTION
3. STRATEGIES AND METHODOLOGIES
4. RESOURCES

5. EVALUATION
Evaluation is the process of assessing whether
the health education interventions are attaining
their goals and objectives which are
predetermined while planning the interventions.
HEALTH
EDUCATION
HEALTH EDUCATION PROCESS
c. Designing a Health Education Plan for
Specific Age

By:
Joy Katrina O. Libatique, RN
HEALTH
EDUCATION
HEALTH EDUCATION PROCESS
c. Designing a Health Education Plan for
Specific Age

By:
Joy Katrina O. Libatique, RN
HEALTH
EDUCATION
HEALTH EDUCATION PROCESS
c. Designing a Health Education Plan for
Specific Age

By:
Joy Katrina O. Libatique, RN
 Stage-Appropriate Teaching Strategies

Learner General Teaching Strategies Nursing Interventions

Characteristics
Approximate Birth-2 years -Dependent on -Orient teaching to caregiver -Welcome active
age: environment involvement
-Use repetition and imitation
-Needs security of information -Forge alliances
Cognitive Sensorimotor
stage: -Explores self and -Stimulate all senses -Encourage physical
environment closeness
-Provide physical safety and
Psychosocial Trust vs. -Natural curiosity emotional security -Provide detailed
stage: mistrust information
(Birth-12 mo) -Allow play and manipulation
of objects -Answer questions and
Autonomy vs. concerns
shame and
doubt -Ask for information
(1-2 yr) on child’s
strengths/limitations
and likes/dislikes
 Stage-Appropriate Teaching Strategies
Learner General Characteristics Teaching Strategies Nursing Interventions
(Early Childhood)
Approximate age: 3-5 years -Egocentric -Use warm, calm approach; Build trust -Welcome active
involvement
-Limited sense of time -Use repetition of information
Cognitive stage: Preoperational -Forge alliances
-Fears bodily injury -Allow manipulation of objects and
equipment -Encourage physical
Psychosocial Initiative vs. -Animistic thinking (objects possess closeness
stage: guilt life or human characteristics) -Give care with explanation
-Provide detailed
-Centration (focus is on one -Reassure not to blame self information
characteristic of an object)
-Explain procedures simply and briefly -Answer questions and
-Separation anxiety concerns
-Provide safe, secure environment
-Motivated by curiosity -Ask for information on
-Use positive reinforcement child’s
-Active imagination, prone to fears strengths/limitations and
-Encourage questions to reveal likes/dislikes
-Play is his/her work perceptions/feelings

-Use simple drawings and stories

-Use play therapy, with dolls and puppets

-Stimulate senses: visual, auditory,

tactile, motor
 Stage-Appropriate Teaching Strategies
Learner General Characteristics Teaching Strategies Nursing Interventions
(Middle and Late Childhood)

Approximate 6-11 years -More realistic and objective -Encourage independence and active -Welcome active
age: participation involvement
-Understands cause and effect
-Be honest, allay fears -Forge alliances
Cognitive Concrete -Wants concrete information
-Use logical explanation
stage: operations -Encourage physical
-Able to compare objects and -Allow time to ask questions closeness
events
Psychosocial Industry vs. -Establish role models -Provide detailed
stage: inferiority -Reasons syllogistically information
-Relate care to other children’s
-Understands seriousness and experiences; compare procedures -Answer questions and
consequences of actions concerns
-Use subject-centered focus
-Subject-centered focus -Ask for information
-Use play therapy
on child’s
-Immediate orientation strengths/limitations
-Provide group activities
and likes/dislikes
-Use drawings, models, dolls,
painting, audio- and videotapes
 Stage-Appropriate Teaching Strategies
Learner General Characteristics Teaching Strategies Nursing Interventions
(Adolescence)

Approximate 12-19 years -Abstract, hypothetical thinking -Establish trust, authenticity -Explore emotional
age: and financial support
-Know their agenda
-Can build on past learning
-Address fears/concerns about outcomes -Determine goals and
Cognitive Formal -Reasons by logic and of illness expectations
stage: operations understands scientific principles
-Include in plan of care -Assess stress levels
-Future orientation -Use peers for support and influence
Psychosocial Identity vs. -Respect values and
stage: role -Motivated by desire for social -Negotiate changes norms
confusion acceptance
-Focus on details -Determine role
-Peer group important -Make information meaningful to life
responsibilities and
relationships
-Intense personal -Ensure confidentiality and privacy
preoccupation, appearance -Engage in 1:1
extremely important (imaginary -Arrange group sessions teaching without
audience) -Use audiovisuals, role play, contracts,
parents present,but
reading materials with adolescent’s
-Feels invulnerable, permission (inform
invincible/immune to natural -Provide for experimentation and family of content
laws (personal fable) flexibility covered)
 Stage-Appropriate Teaching Strategies

Learner General Characteristics Teaching Strategies Nursing

(Young Adult) Interventions

Approximate 20-40 years -Autonomous -Use problem-centered focus -Explore emotional,

age: financial,and
-Self-directed -Draw on meaningful physical support
experiences system
Cognitive Formal -Uses personal experiences to
stage: operations enhance or interfere with -Focus on immediacy of -Assess motivational
learning application level for involvement

Psychosocial Intimacy vs. -Able to analyze critically -Encourage active participation -Identify potential
stage: isolation obstacles and
-Makes decisions about -Allow to set own pace, be self- stressors
personal, occupational, and directed
social roles
-Organize material
-Competency-based learner
-Recognize social role

-Apply new knowledge through

role playing and hands-on
practice
 Stage-Appropriate Teaching Strategies

Learner General Characteristics Teaching Strategies Nursing

(Middle-aged adulthood) Interventions

Approximate 41-64 years -Sense of self well-developed -Focus on maintaining -Explore emotional,
age: independence and reestablishing financial,and physical
-Concerned with physical normal life patterns support system
changes
Cognitive Formal -Assess positive and negative past -Assess motivational
operations -At peak in career experiences with learning level for involvement
stage:
-Explores alternative lifestyles -Assess potential sources of stress -Identify potential
caused by midlife crisis issues obstacles and stressors
Psychosocial Generativity -Reflects on contributions to
stage: vs. self- family and society -Provide information to coincide
absorption with life concerns and problems
and -Reexamines goals and values
stagnation
-Questions achievements and
successes

-Has confidence in abilities

-Desires to modify
unsatisfactory aspects of life
 Stage-Appropriate Teaching Strategies

Learner General Characteristics Teaching Strategies Nursing

(Older adulthood) Interventions

Approximate 65 years and Cognitive changes: -Use concrete examples -Involve principal
age: over -Present one concept at a time caregivers
-Decreased ability to think -Build on past life experiences
abstractly, process information -Make information relevant and -Encourage
Cognitive Formal meaningful participation
operations -Decreased short-term memory
stage: -Allow time for
-Provide resources for
-Increased reaction time
processing/response support (respite care)
-Use repetition and
Psychosocial Ego integrity -Increased test anxiety reinforcement of information -Assess coping
stage: vs. despair -Avoid written exams mechanisms
-Focuses on past life -Use verbal exchange and
experiences coaching -Provide written
-Establish retrieval plan (use instructions for
one or several clues) reinforcement
-Encourage active involvement
-Keep explanations brief -Provide anticipatory
-Use analogies to illustrate problem solving (what
happens if …)
abstract information
 Stage-Appropriate Teaching Strategies

Learner General Characteristics Teaching Strategies Nursing

(Older adulthood) Interventions

Approximate 65 years and Sensory/motor deficits: -Speak slowly, distinctly -Involve principal
age: over caregivers
-Auditory changes -Use low-pitched tones
-Hearing loss, especially high- -Encourage
Cognitive Formal pitched tones, consonants (S, Z, -Avoid shouting participation
operations T, F, and G), and rapid speech
stage:
-Use visual aids to supplement -Provide resources for
-Visual changes verbal instruction support (respite care)
-Farsighted (needs glasses to
Psychosocial Ego integrity read) -Assess coping
stage: vs. despair -Lenses become opaque (glare mechanisms
problem)
-Provide written
instructions for
reinforcement

-Provide anticipatory
problemsolving (what
happens if …)
 Stage-Appropriate Teaching Strategies

Learner General Characteristics Teaching Strategies Nursing

(Older adulthood) Interventions

Approximate 65 years and Psychosocial changes: -Give time to reminisce -Involve principal
age: over caregivers
-Decreased risk taking -Identify and present pertinent
material -Encourage
Cognitive Formal -Selective learning participation
operations -Use informal teaching sessions
stage:
-Intimidated by formal learning -Provide resources for
-Demonstrate relevance of support (respite care)
information to daily life
Psychosocial Ego integrity -Assess coping
stage: vs. despair -Make learning positive mechanisms

-Identify past positive experiences -Provide written

instructions for
-Integrate new behaviors with reinforcement
formerly established ones
-Provide anticipatory
problemsolving (what
happens if …)
HEALTH
EDUCATION
HEALTH EDUCATION PROCESS
d. Implementing
Health Education Plan

By:
Joy Katrina O. Libatique, RN
IMPLEMENTING HEALTH EDUCATION
PLAN
 TEACHING PLAN is the educator’s compass in
the voyage towards a successful teaching-
learning venture.

 Approach is a general plan or scheme to

achieve an objective.
Two Traditional Approaches in Teaching
Inductive Approach
a. Begins with a particular statement moving on to a
general statement.
b. It is also known as discovery method because as
the learner is presented with related detail,
specific or particular data, incidents or
characteristics, he is able to discover or arrive at a
truth, fact, conclusion or generalization.
c. Inductive reasoning is a way of thinking from
specific observations to more general rules.
d. The process of rationalization (reasoning or
explaining) from a simple to specific situation to a
complex one is inductive reasoning.
 Inductive method- trains the learner to think
logically.
Two Traditional Approaches in Teaching
Deductive Approach
a. Begins with general statements to specific
statements.
b. Solving a problem or difficulty is done by applying
to it a generalization that has already been
formed.
These processes or approaches of learning are
also applied as methods of teaching: hence we
also have inductive method and deductive
method.

 Deductive Method- trains the learner to postpone

judgement until further verification is done.
HEALTH
EDUCATION
HEALTH EDUCATION PROCESS
e. Evaluating a Health Education Plan

By:
Joy Katrina O. Libatique, RN
D. EVALUATING A HEALTH EDUCATION PLAN
EVALUATION
-Defined as a systematic process that judges the worth
or value of something- in this case, teaching and learning.
D. EVALUATING A HEALTH EDUCATION PLAN
A. FORMATIVE
-“Process (FORMATIVE) Evaluation”
-purpose of process evaluation: to make necessary
adjustment to an educational activity as soon as they are
identified.
D. EVALUATING A HEALTH EDUCATION PLAN
B. SUMMATIVE
-“Outcome (SUMMATIVE) Evaluation”
-Purpose of outcome evaluation: to determine the effects
of teaching efforts.
-Outcome(summative) evaluation measures the changes
that result from teaching and learning.
 FORMATIVE SUMMATIVE
• a continuing evaluation process; • usually given at the end of the
learning experience.
• ongoing feedback is given to the
learner throughout the learning • It is a summary of the learner’s
experience in the form of post- performance and is graded
conferences which may be graded which will determine whether
or non-graded, anecdotal notes or the learner can move up to the
clinical progress notes. next level of experience.
Barriers to Evaluation:
1. Lack of clarity- the focus for evaluation is unclear,
unstated or not well defined.

2. Lack of ability – inability to conduct education evaluations

3. Fear of punishment or loss of self-esteem – evaluation

might be perceived as a judgement of someone’s value or
personal worth.
How to conduct Evaluation smoothly:
1. Conduct a pilot test first- conducting a pilot test or trial
run of the evaluation involves trying out the data
collection methods, instruments and plan for data analysis
with a few individuals who are the same as or very similar
to those who will be included in the full evaluation.

2. Include extra time to complete all evaluation steps.

3. Keep a sense of humor throughout the experience.

Reporting evaluation results:
 Results of an evaluation must be reported if the evaluation is to be
of any use. Such a statement seems obvious but many times an
evaluation is carried out, yet its results are never made public.
Often people participate in an evaluation but never receive
feedback or see the final report.

 Note: Conducting evaluations in health care education involves

gathering, summarizing, interpreting, and using data to determine
the extent to which an educational activity is efficient, effective
and useful for those who participate in that activity as learners,
teachers, or sponsors.
HEALTH
EDUCATION
HEALTH EDUCATION PROCESS
f. Documention

By:
Joy Katrina O. Libatique, RN
DON’T FORGET
TO DOCUMENT!
 SAMPLE HEALTH
EDUCATION/
TEACHING PLANS
Topic: Health Teaching about Breastfeeding among Pregnant & Lactating Mothers
Purpose: Impart knowledge to mothers about the importance and benefits of breastfeeding, proper latching and positioning, and techniques of breast massage and hand
expression.
Goal: Within 2 days of health teaching, pregnant & lactating mothers will be able to understand and appreciate the importance and benefits of breastfeeding, and will be able
to know and learn the correct latch-on and positioning during breastfeeding
Venue: Community Hall
Date: February 19-20, 2024 at 8:00am-10:50am
Participants: health educators (barangay nurses, student nurses)
Target Group: pregnant & lactating mothers in the community
Learning Objectives Methods of Instructional Methods of Evaluation
Content Outline Time Frame
Instruction Resources
1. Be able to understand what is Health Teaching -Short role DAY 1 -Books  Within 2 days of health teaching,
breastfeeding. about Breastfeeding play 8:00am-8:15am Registration -Brochures and pregnant and lactating mothers are
2. Be able to appreciate the among Pregnant & Booklets about able to understand what breastfeeding
importance of breastfeeding. Lactating Mothers: -Lecture 8:20am-8:30am Opening program breastfeeding is, appreciate its importance and
3. Be able to determine the a. Definition of (role play) -Pictures of benefits and know the techniques of
advantages or benefits of Breastfeeding -Film showing breastfeeding correct latch-on and positioning and
breastfeeding for the infant and b. Importance of and Power- 8:30am-8:40am Introduction or Short mothers breast massage and hand expression.
for the mothers. Breastfeeding point Talk -Visual Aids
4. Be able to understand the c. Advantages or presentation -Marker  Conduct a repetition of the topic and
importance of correct latch-on Benefits of 8:40am-9:30amLecture > outline A, B, -Projector review the taught information to the
and positioning. Breastfeeding for -Question and C and D -Laptop mothers, then, encourage them to
5. Be able to demonstrate correct the Infant and for Answer speak out what they have learned.
latch-on and positioning. the Mothers 9:30am-10:00am Film Showing and
6. Be able to understand the d. Importance of Power-Point Presentation > outline E  Conduct a return demonstration to
importance of breast massage Correct Latch-on mothers about the correct latch-on,
and hand expression. and Positioning 10:00am-10:30am Question and positioning and the techniques of
7. Be able to learn the techniques e. Techniques for Answer breast massage and hand expression.
of breast massage and hand Correct Latch-on
expression. and Positioning 10:30am-10:50am Snacks  Ask for any feedbacks from the
f. Importance of listeners if they really understood the
Breast Massage and topic being discussed to them.
Hand Expression
g. Techniques of
Breast Massage and
Hand Expression
Topic: Health Teaching about Breastfeeding among Pregnant & Lactating Mothers
Purpose: Impart knowledge on mothers about the importance of breastfeeding, the correct latch and positioning, the benefits of breastfeeding, and the techniques of breast
massage and hand expression
Goal: Within 2 days of health teaching, pregnant & lactating mothers will be able to understand and appreciate the importance and benefits of breastfeeding, and will be able
to know and learn the correct latch-on and positioning during breastfeeding
Venue: Community Hall
Date: February 19-20, 2021 at 8:00am-10:50am
Participants: health educators (barangay nurses, student nurses)
Target Group: pregnant & lactating mothers in the community
Learning Objectives Methods of Instructional Methods of Evaluation
Content Outline Time Frame
Instruction Resources
1. Be able to understand what is Health Teaching -Short role DAY 2 -Books  Within 2 days of health teaching,
breastfeeding. about Breastfeeding play -Brochures and pregnant and lactating mothers are
2. Be able to appreciate the among Pregnant & 8:30am-8:50am Review of outline A, Booklets about able to understand what breastfeeding
importance of breastfeeding. Lactating Mothers: -Lecture B, C, D and E breastfeeding is, appreciate its importance and
3. Be able to determine the a. Definition of -Pictures of benefits and know the techniques of
advantages or benefits of Breastfeeding -Film showing 8:50am-9:20am Lecture > Outline F breastfeeding correct latch-on and positioning and
breastfeeding for the infant and b. Importance of and Power- mothers breast massage and hand expression.
for the mothers. Breastfeeding point 9:20am-9:50am Film-showing and -Visual Aids
4. Be able to understand the c. Advantages or presentation power-point presentation > outline G -Marker  Conduct a repetition of the topic and
importance of correct latch-on Benefits of -Projector review the taught information to the
and positioning. Breastfeeding for -Question and 9:50am-10:30am Question and Answer -Laptop mothers, then, encourage them to
5. Be able to demonstrate correct the Infant and for Answer speak out what they have learned.
latch-on and positioning. the Mothers 10:30am-10:50amSnacks
6. Be able to understand the d. Importance of  Conduct a return demonstration to
importance of breast massage Correct Latch-on mothers about the correct latch-on,
and hand expression. and Positioning positioning and the techniques of
7. Be able to learn the techniques e. Techniques for breast massage and hand expression.
of breast massage and hand Correct Latch-on
expression. and Positioning  Ask for any feedbacks from the
f. Importance of listeners if they really understood the
Breast Massage and topic being discussed to them.
Hand Expression
g. Techniques of
Breast Massage and
Hand Expression
TOPIC: WOUND CARE
Participants: Patients and Significant Others
Venue:Out-Patient Department
Goal:To educate and raise awareness to patients and significant others the importance of enriching knowledge regarding facts on proper wound care.
OBJECTIVES CONTENT OUTLINE TIME ALLOTMENT METHODOLOGY INSTRUCTIONAL MATERIAL EVALUATION TOOL

1. To improve the knowledge 1. Introduction -5 minutes -Lecture -Visual aids  Question and
and dexterity of patients -Discussion -Pamphlets answer
and significant others on 2. Prevention -5 minutes -Demonstration -Handouts
how to care wounds -PowerPoint Presentation  Return
properly and aseptically. 3. Wound Care; Signs -5 minutes Demonstration
2. To enhance the decision and Symptoms
making of the client in
identifying if the wound 4. When to Call the -5 minutes
needs urgent medical Doctor
response or not.
3. To make the client more 5. When to Go to the -10 minutes
aware on the prevention Hospital
of having wounds.
4. To help the client in 6. Wound Care -8 minutes
interpreting the Treatment
characteristics and
condition of the wound 7. Home Care -7 minutes
correctly, thus if any
abnormal findings are
recognized, nursing or ________
medical interventions will 45 minutes
be rendered.
 Thank You
for listening!