Philosophy of health education

PHILOSOPHY OF HEALTH EDUCATION

Comprehensive health care

Accordingto World Health Education (WHO), health education involves preplannedlearning activities to assist people of communities in improvingtheir health. It helps in the promotion, retention, and restorationof health. As an aspect of comprehensive health care, it serves inmaintaining and promoting health together with prevention of illness(Barnett et al. 2012). Comprehensive health care also includesan overhaul of health and managing impaired function. Healtheducation equips learners with knowledge and skills that will enablethem to develop a positive attitude towards health.

Teaching

Teachingis a process where an individual or group engages others to gainfresh knowledge, skills, and behaviors. Teaching can be based ontheories or practical to help impact the new ideas in the learner’smind (Barnett et al. 2012).

Learning

Learningadds skills, knowledge and behavior changes in clients. The humanexperiences are transformed when new ideas about health are taught bynurses. Similarly, their expectations are greatly influenced (Manaryet al. 2013). The new experiences improve an individual’sdecision-making process about health issues.

Role of Nurse asEducator

Nursesplay a vital role in organizing, planning, teaching and directinghealth education aimed at promotion, retention, and restoration ofhealth. They work with other stakeholders like civil right groups,community leaders to find health needs before developing appropriateeducation goals for clients. They also conduct an evaluation of theavailability of health services. The healthcare providers alsopromote best health practices and averting illness. Nurses also bringtheir vast knowledge on health together with knowledge based on otherfields like humanities, physical and social sciences. Such know-howenables nurses to understand various human behaviors to assist ineffective communication with learners and equip them with necessaryinformation for promoting health.

Role of client aslearner

Clientsare people who need health information. In health education, clientshelp in developing the approach for providing an appropriate healtheducation. They are participants based on their abilities andchoices. They contribute to the development of the objectives ofhealth education and are accountable for the care provided andefficient communication.

Relationshipbetween learner and educator

Inhealth literacy provision, nurses interact in various ways with theclient. The relationship should be positive, respectful andthoughtful. It should be therapeutic to foster a psychologicalenvironment that promotes a positive transformation and growth.Additionally, the collaboration between the nurse as an educator andclient as the learner helps achieve health education goals (Miller,Stoeckel &amp Babcock 2011).

Value of clienteducation outcomes

Afterclients have received new health knowledge and skills, evaluation isdone to determine if it was successful by evaluating the results.Therefore, client education outcome focuses on measuring the extentto which learning goals are achieved. It also used by the educatorsto make judgments on whether aspects of health education wereeffective. Client education is valuable in knowing if the usedlearning activities are relevant to the formulated learningobjectives during the teaching process (Bastable, S. B. 2016). Ithelps in evaluating the plans of teaching, learning surrounding aswell as that of interaction between the nurse and client. Formativeevaluation comes early to be timely and save resource wastage. Thisis important as it ensures immediate solution of weaknesses found. Atthe end of the program, reviewing the whole process is appropriate.Summative assessment involves assessing client learning if programswere effective as well as evaluating how learning is integrated intodaily lives of learners. The process is valuable in the long-term asit is serving in guiding future health programs. All the activitiesthat were useful are applicable for the future events.

References

Barnett, K., Mercer, S. W., Norbury, M., Watt, G., Wyke, S., &ampGuthrie, B. (2012). Epidemiology of multimorbidity and implicationsfor health care, research, and medical education: a cross-sectionalstudy.&nbspThe Lancet,380(9836), 37-43.

Miller, M. A., Stoeckel, P. R., &amp Babcock, D. E. (2011).&nbspClienteducation: Theory and practice. Sudbury, Mass: Jones and BartlettPublishers.

Bastable, S. B. (2016).&nbspEssentials of patient education.Jones &amp Bartlett Publishers.

Manary, M. P., Boulding, W., Staelin, R., &amp Glickman, S. W.(2013). The patient experience and health outcomes.&nbspNewEngland Journal of Medicine,368(3), 201-203.