Module 1

It is the process of helping someone to learn through planned sequences of teaching, supportive activity, and directed practice and reinforcement.

It is defined as the interpersonal intervention that uses stimuli already in the environment or creates new ones to help the patient develop new thoughts and skills, and is permanent enough to be useful in behavioral change.

It refers to the major function of standard care given by nurses.

A part of historical development in health education wherein she emphasized the importance of teaching patients the need for adequate nutrition, fresh air, exercise, and personal hygiene to improve their well-being.

A period of time of historical development in health education where nurses clearly understood the significance of the role of nurse as teacher.

A part of historical development in health education wherein they observed the importance of health teaching as a function within the scope of nursing practice.

A part of historical development in health education wherein they mentioned that patient teaching is a key element that includes functions, standards, and qualification for nursing practice.

A part of historical development in health education that supported teaching as an essential element of nursing care delivery.

This includes teaching within the scope of nursing practice responsibilities

A part of historical development in health education that established nursing standards for patient education as early as 1993. These standards describe the type and level of care, treatment and services that must be provided by an agency to receive accreditation.

A part of historical development in health education that was first developed in 1970s by American Hospital Association and has been adopted by hospitals nationwide.

A part of historical development in health education that published a broad set of competencies it believed would mark the success of the health professions.

It is the science and art of helping people change their lifestyle to move toward a state of optimal health.

It refers to the balance of physical, emotion, social, spiritual, and intellectual health.

This includes enhance awareness, change in behavior, and creating environment that support good health practices.

This refers to the increase competence and confidence of clients for self-management, increase consumer satisfaction, improve quality of life, ensure continuity of care, decrease patient anxiety. It also includes effective reduction of complications of illness and incidence of disease and promote adherence to treatment plans.

This refers to staff nurses to be exposed to up-to-date information with the ultimate goal of enhancing their practice.

This refers to the physical, emotional, social, spiritual, and intellectual health.

Part of five aspects of health that refers to the activities or learning experiences that help promote the ability of the body to function effectively. It also relates to the body, and includes eating habits, exercise, medical self-care, and treatment of health problems.

Part of five aspects of health that refers to the state of mind. Moreover, it involves an individual’s reaction to day-to-day stresses, sense of worth, and ability to relax and enjoy leisure.

Part of five aspects of health that refers to ability to keep healthy interactions with friends, family, neighbors, or co-workers.

Part of five aspects of health that refers to the sense of purpose in life, the ability to give and receive love, and the ability to feel goodwill toward others.

Part of five aspects of health that refers to the result from the mental stimulation and development we get through our work, school, community service, hobbies or cultural pursuits.

It is defined as relatively permanent change in mental processing emotional functioning, skill, and behavior as a result of exposure to different experiences.

It is referred to the replacement of faulty learning and behavior with more accurate information and healthier behavior.

It refers to the integrated constructs, concepts, and principles that describes, explain, or predict how people learn.

The view learning as the product of the stimulus conditions and the responses that follow. It also closely observe responses to a situation and then manipulate the environment in some way to bring about the intended change.

It is also known as association/classical/Pavlovian conditioning. It emphasizes the importance of stimulus conditions and the associations formed in the learning process.

It is used by psychologist to reduce fear and anxiety in their clients. Fears of a certain stimulus can be learned and unlearned or extinguished.

It is the tendency of initial learning experience to be easily applied to other similar stimuli.

It refers to the learning process that comes with varied experiences which results for individuals to learn how to differentiate among similar stimuli.

A method used in relapse prevention programs.

It focuses on the behavior of the organism and the reinforcement that occurs after the response.

It is also known as reward conditioning. A pleasant stimulus is applied following an organism’s responses; greatly enhances the likelihood that responses will be repeated.

It is also known as avoidance conditioning. An aversive stimulus is anticipated by the organism, which makes a response to avoid the unpleasant event.

It is used to decrease or extinguish probability of a response, decrease a specific behavior, and instill self-discipline.

It stresses the importance of what goes on inside the learner. It is also used in educating and counseling. The key to learning and changing is the individual’s cognition which includes perception, thought, memory, and ways of processing.

It refers to an individual’s understanding of her way of learning. Being mentally active when processing information encourages its retention in long-term memory.

It emphasizes the importance of perception in learning. Directed towards simplicity, equilibrium, and regularity.

It is a school of thoughts that believes all objects and scenes can be observed in their simplest forms.

Selective; individuals attend to certain features of an experience while ignoring other features. It highlights the importance of proper assessment.

It emphasizes thinking process; thought, reasoning, the way information is encountered and stored, and memory functioning.

4 stages of information-processing

1. paying attention to stimuli

2. processing information

3. transforming and encoding information

4. action or response

It is the key to learning.

Information is disregarded and forgotten.

Information is enduring.

She focuses on qualitative changes in perceiving, thinking, and reasoning as individuals grow and mature. Learning is developmental and sequential.

He emphasizes the significance of language, social interaction, adult guidance in learning process. he advocates on giving clear, well-designed instruction that is carefully structures to advance each person’s thinking and learning.

Ethnicity, social class, gender, family life, life history, self concept, and the learning situation itself, all influence an individual’s perceptions, thoughts, emotions, interpretations, and responses to info and experiences.

It focuses on the cause-and-effect relationships and explanations that individuals formulate to account for their own and others’ behavior and the way in which the worlds operates.

It entails an individual managing his emotions, motivating himself, reading the emotions of others and working effectively in interpersonal relationships; more important than cognitive intelligence.

It includes learners monitoring their own cognitive processes, emotions, and surroundings to achieve goals. The ability to self-regulate has been found to be a key factor in learning and studying.

Introduced by Albert Bandura which states that individuals do not need to have direct experiences to learn.

Role models need to be enthusiastic, professionally organized, caring, self-confident, knowledgeable, skilled, and good communicators.

Determining whether role models are perceived as rewarded or punished for their behavior.

Theory of motivation that stresses emotions rater than cognition or responses. It emphasizes the importance of conscious and unconscious forces in guiding behavior, personality conflicts, enduring effects of childhood experiences on adult behavior.