Table of Contents
Preface ix
Part I A Framework for Health Education 1
1 Overview of the Miller-Stoeckel Client Education Model 3
Introduction 4
Purposes and Goals of Health Education 4
The Miller-Stoeckel Client Education Model 5
Nurse as Educator 6
Client as Learner 8
Nurse-Client Relationship 8
Client Education Outcomes 15
Definitions 17
Context for Health Education 20
Summary 22
Part II The Learning Process 25
2 Thinking and Learning 27
Introduction 28
Domains of Learning 28
Thinking 30
Types of Thinking 31
Reflecting on Your Thinking 35
Promoting Thinking in Clients 36
Styles of Thinking and Learning 37
Summary 45
3 Theories and Principles of Learning 51
Introduction 51
Value of Theory 52
Theories of Learning 53
Behavioral Views of Learning 53
Cognitive Views of Learning 58
Social Cognitive View of Learning 63
Principles of Learning 66
Summary 71
Part III Assessment for Health Education 75
4 Learner and Setting Assessment 77
Introduction 78
Assessment of Learners 78
Assessment of Generational Differences 89
Assessment of Background Knowledge 90
Communication Challenges During Assessment 97
Assessment of the Teaching and Learning Environment 99
Teaching and Learning Settings 101
Assessment Tools for Teaching Individuals and Groups 104
Summary 105
5 The Child Learner 111
Introduction 112
Biologic Characteristics, Psychosocial Stages, and Developmental Tasks 112
Implications for Health Education 123
Orientation to Learning 128
Pedagogy 134
Working with Clients with Special Needs 137
Working with Families 138
Working with Groups and Communities 138
Working with Health Team Members 139
Summary 140
6 The Adult Learner 143
Introduction 144
Biologic Characteristics, Psychosocial Stages, and Developmental Tasks 144
Implications for Health Education 146
Orientation to Learning 146
Andragogy 149
Experiential Learning 158
Working with Families 158
Working with Groups and Communities 158
Working with Health Team Members 159
Summary 160
7 The Older Learner 163
Introduction 163
Ageism 164
Psychosocial Stages, Developmental Tasks, and Physiologic Changes of Late Adulthood 165
Working with Clients with Special Needs 177
Working with Families 185
Working with Groups and Communities 185
Working with Health Team Members 185
Summary 186
8 The Culturally Diverse Learner 191
Introduction 192
Characteristics of Culturally Diverse Learners 192
Cultural Competence 193
Culturally Congruent Client Education 196
Culturally Specific Client Assessments and Concerns 197
Cross -Cultural Communication 208
Linguistically and Culturally Appropriate Teaching Strategies and Instructional Materials 211
Summary 215
Part IV Planning and Implementing Health Education 219
9 Learning Objectives 221
Introduction 222
Learning Objectives Defined 222
Factors to Consider Before Writing Learning Objectives 223
Writing Learning Objectives 224
Selection of Content 235
Case Example: Mrs. Rosa Lopez 235
Summary 235
10 Teaching Strategies 241
Introduction 242
Types of Teaching Strategies 242
Teacher-Directed Strategies 242
Teacher-Facilitated Strategies 251
Learner-Directed Strategies 254
Selecting the Right Teaching Strategy 256
Case Example: Mrs. Rosa Lopez 263
Summary 264
11 Instructional Materials 267
Introduction 267
Health Literacy 268
Types of Instructional Materials 269
Printed Materials 270
Multimedia 278
Internet and World Wide Web 285
Selecting Instructional Materials 288
Clients with Special Needs 289
Evaluating Effectiveness of Instructional Materials 292
Copyright Issues in Using Instructional Materials 293
Case Example: Mrs. Rosa Lopez 294
Summary 296
Part V Client Education Outcomes 301
12 Formative Evaluation 303
Introduction 304
Evaluation 304
Formative Evaluation: Evaluation of the Teaching Plan 305
Formative Evaluation: Evaluation of the Learning Environment 308
Formative Evaluation: Evaluation of the Nurse-Client Interaction 309
Case Example: Mrs. Rosa Lopez 312
Summary 312
13 Summative Evaluation 317
Introduction 317
Summative Evaluation: Evaluation of Client Learning 318
Summative Evaluation: Evaluation of Educational Effectiveness 330
Summative Evaluation: Evaluation of Integration of Learning into Daily Living 332
Case Example: Mrs. Rosa Lopez 340
Summary 344
Appendix A Psychosocial Vital Signs (PVS) 349
Appendix B Physical Changes Associated with Aging by System 351
Index 355
