CONCEPTS & TEACHING STRATEGIES IN NURSE EDUCATION

CONCEPTS & STRATEGIES
IN NURSE EDUCATION
By: ROMMEL LUIS C. ISRAEL III

Health education, as one component to the
broader area of health promotion, provides a
valuable contribution to the betterment of
individual and community health.

HEALTH EDUCATION
Health education is a social science that draws from the biological, environmental,
psychological, physical and medical sciences to promote health and prevent disease, disability
and premature death through education-driven voluntary behavior change activities
Health education is the development of individual, group, institutional, community and
systemic strategies to improve health knowledge, attitudes, skills and behavior
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

HEALTH EDUCATION
Theoretical concepts, effective strategies and core competencies seeks
to provide a common understanding of health education disciplines
and related concepts.
It also offers a framework that clarifies the relationship between
health literacy, health promotion, determinants of health and healthy
public policy and health outcomes.
It is targeted at health promotion and education professionals and
professionals in related disciplines

HEALTH EDUCATION (W.H.O. Definition)
“Consciously constructed opportunities for learning involving some form of
communication designed to improve health literacy, including improving knowledge, and
developing life skills, which are conducive to individual and community health.”
Health education is not limited to the dissemination of health-related information but
also “fostering the motivation, skills and confidence (self-efficacy) necessary to take
action to improve health”, as well as “the communication of information concerning the
underlying social, economic and environmental conditions impacting on health, as well
as individual risk factors and risk behaviours, and use of the health care system”.

BROAD PURPOSE OF HEALTH
EDUCATION (accdg. to W.H.O. )

GOALS OF
HEALTH
EDUCATION
Health education improves the health status of
individuals, families, communities, states, and
the nation
Health education enhances the quality of life
for all people
Health education reduces premature deaths
By focusing on prevention, health education
reduces the costs (both financial and human)
that individuals, employers, families, insurance
companies, medical facilities, communities, the
state and the nation would spend on medical
treatment

Public health must base its messages on the
theories and principles of health education
(e.g., what the message says,) health
communication (e.g., how the message is
delivered), and the health literacy of the
intended audience (e.g., whether the
message is accessed and understood)

POPULATION
RISK
CONTINUUM
FOR
ADDRESSING
HEALTH ISSUES

HEALTH LITERACY
(accdg. To W.H.O.)

HEALTH PROMOTION
(accrdg. to W.H.O.)

MODEL OF HEALTH
PROMOTION (W.H.O)

RELATIONSHIP
BETWEEN MAJOR
HEALTH CONCEPTS
(W.H.O)
• Health education focuses
on building individuals’
capacities through
educational, motivational,
skill-building and
consciousness-raising
techniques.
• Healthy public policies
provide the environmental
supports that will
encourage and enhance
behavior change.

RELATIONSHIP BETWEEN HEALTH EDUCATION
AND HEALTH LITERACY (W.H.O.)
Health literacy represents the cognitive and social skills which determine the
motivation and ability of individuals to gain access to, understand and use
information in ways which promote and maintain good health.
health literacy means more than being able to read pamphlets and make
appointments.
By improving people’s access to health information, and their capacity to use it
effectively, health literacy is crucial to empowerment.

RELATIONSHIP
BETWEEN
HEALTH
EDUCATION
AND HEALTH
LITERACY
(W.H.O.)
People with low literacy have poorer overall
health
Low literacy leads to misuse of medication and
misunderstanding of health information
Low literacy leads to preventable use of health
services, including emergency care
People with low literacy skills often wait longer
to seek medical help so health problems reach
a crisis state

RELATIONSHIP BETWEEN HEALTH
EDUCATION AND HEALTH
LITERACY (W.H.O.)
• Health literacy, therefore, can be
viewed as an outcome for
effective health education by
increasing individuals’ capacities
to access and use health
information to make appropriate
health decisions and maintain
basic health.

The health educator who uses targeted, theory-
based interventions, embraces concepts of
participation and voluntary change, and includes
health literacy and individual capacity building
within health programmes and services, is a
valuable and essential member of the health
promotion team

MAJOR
RESPONSIBILITIES
OF HEALTH
EDUCATORS (.H.O)

Responsibility 1. Assessing individual and
community needs for health education
Competency A Obtain health-related data about social and cultural
environments, growth and development factors, needs and interests.
Competency B Distinguish between behaviour that fosters and that
which hinders well-being.
Competency C Infer needs for health education on the basis of
obtained data

Responsibility 2. Planning effective health education programmes
Competency A Recruit community organizations, resource people and potential
participants for support and assistance in programme planning.
Competency B Develop a logical scope and sequence plan for a health education
programme.
Competency C Formulate appropriate and measurable programme objectives.
Competency D Design educational programmes consistent with specified
programme objectives

Responsibility 3. Implementing health education programmes
Competency A Exhibit
competence in carrying
out planned educational
programmes.
Competency B Infer
enabling objectives as
needed to implement
instructional programmes
in specified settings.
Competency C Select
methods and media best
suited to implement
programme plans for
specific learners.
Competency D Monitor
educational programmes,
adjusting objectives and
activities as necessary.

Responsibility 4. Evaluating effectiveness of health education
programmes
Competency A Develop plans to assess achievement of programme
objectives.
Competency B Carry out evaluation plans.
Competency C Interpret results of programme evaluation.
Competency D Infer implications from findings for future
programme planning.

Responsibility
5.
Coordinating
provision of
health
education
services
Competency A Develop a plan for
coordinating health education services.
Competency B Facilitate cooperation
between and among levels of programme
personnel.
Competency C Formulate practical modes
of collaboration among health agencies
and organizations.
Competency D Organize in-service training
programmes for teachers, volunteers and
other interested personnel

Responsibility
6. Acting as a
resource
person in
health
education
Competency A Use computerized health
information retrieval systems effectively.
Competency B Establish effective consultative
relationships with those requesting assistance in
solving health-related problems.
Competency C Interpret and respond to requests
for health information.
Competency D Select effective educational
resources materials for dissemination

Responsibility
7.
Communicating
health and
health
education
needs,
concerns and
resources
Competency A
Interpret concepts,
purposes and
theories of health
education.
Competency B
Predict the impact
of societal value
systems on health
education
programmes.
Competency C
Select a range of
communication
methods and
techniques in
providing health
information.
Competency D
Foster
communication
between health
care providers and
consumers

HEALTH
EDUCATION
CODE OF
ETHICS

CODE OF ETHICS: Definition
A code of ethics is a set of guidelines that is designed to set
out acceptable behaviour for members of a particular group,
association or profession.
Many organizations govern themselves with a code of ethics,
especially when they handle sensitive issues like investments,
health care or interactions with other cultures.
In addition to setting a professional standard, a code of ethics
can also increase confidence in an organization by showing
individuals who are outside the organization that members of
the organization are committed to following basic ethical
guidelines in the course of doing their work

HEALTH
EDUCATION
CODE OF
ETHICS
• Health educators’ work is directly concerned with
communities and individuals. It is crucial that the rights and
privacy of individuals and communities are respected, and
that programmes are developed on an equitable basis,
addressing the needs of the most vulnerable population
groups and embracing the following principles:
• respect for human dignity and rights
• respect for individual and family independence
• client full consent
• confidentiality
• nondiscrimination or stigmatization
• equity in access, coverage and service delivery
• respect for cultural values and cultural
diversity
• refraining from conflict of
interest, particularly
commercial interest
• integrity and good personal
conduct

TEACHING STRATEGIES
the methods, techniques, procedures and processes that a teacher uses during
instruction.
are multidimensional and their effectiveness depends on the context in which
they are applied.
There is no single strategy that can guarantee better student outcomes, however,
research has highlighted a number of practices that enable learning among
students (Hattie, 2009; Marzano et al., 2001; Wayne and Young, 2003).

TEACHING STRATEGIES
The effect is influenced by how the teacher adapts and applies the right
strategy to deal with the target group and help students learn the desired
course content and achieve the intended learning outcomes.
The intended learning outcomes should guide which approach best suits
the achievement of those outcomes.

TEACHING STRATEGIES
Selection of teaching
strategies is a fundamental
component of instructional
design.
The goal is to help students
process information more
deeply, which allows them
to relate new information
to existing ideas or
experiences

1O SIMPLE BUT USEFUL
TEACHING STRATEGIES

1. LECTURE
IT IS THE OLDEST AND MOST WIDELY
USED METHOD TODAY IS THE LECTURE.
IT IS A STRAIGHTFORWARD WAY TO
IMPART KNOWLEDGE TO STUDENTS
QUICKLY.

1. LECTURE
• It has many advantages, including
the ability to provide information to
a large number of students and
cover a large amount of material
quickly, while using class time
efficiently in a cost-effective
manner.
• It is a way to introduce new
material, continue discussion on a
topic, and sum up course content, as
well as present large blocks of
complex and confusing information.

1. LECTURE
• Some believe that lecturing is
ineffective as an instructional
method as it gives the students a
passive, non-thinking,
information-receiving role,
through which they are exposed
to information but are not given
the opportunity to process it.
• It is still the most basic teaching
strategies for Instructors.

1. Lecture
LECTURE AND TECHNOLOGY
• Lecture can be combined with
a variety of other techniques,
for example, Prezi presentation
software, videos, and the Poll
Everywhere application.
• Not only can this kind of
combination attract students'
attention, but it can also make
the lecture a lot of fun.

2. HIGH
FIDELITY
SIMULATION
• Simulation, the art and science of recreating a
clinical scenario in an artificial setting, has been an
important aspect of nursing program curricula for
decades.
• It is useful for creating realistic scenarios that
mimic the patient care environment and allow for
more direct application of theoretical knowledge
than is possible through traditional teaching
methods.
• Simulation provides innovative educational
experiences that help nurses assess and develop
clinical competency, promote teamwork, and
improve care processes in a realistic and relatively
safe environment without the potential of harm to
patients.

2. HIGH FIDELITY
SIMULATION
Simulation often emphasizes the application and
integration of knowledge, skills, and critical thinking.
It could improve student satisfaction and self-confidence.
It is a fantastic strategy for teaching clinical practice skills.
It offers an opportunity to broaden students'
understanding of diverse clinical scenarios in a safe and
controlled environment.
A debriefing session is imperative after simulation to
improve critical thinking and clinical reasoning.

Strategy three: CONCEPT MAPPING
Concept mapping is a technique that allows students to understand the relationships between
ideas by creating a visual map of the connections.
Concept maps allows the student to see the connections between ideas that they already
have; connect new ideas to their existing knowledge; and organize ideas in a logical, but not
rigid, structure that allows new information or viewpoints to be included in the future.

Strategy 3: CONCEPT MAPPING
Mapping procedures have been
found to motivate students to
represent ideas visually, thus
causing them to analyze,
evaluate, and think critically.
The goal of this strategy is for
the student to learn through
actively connecting new
concepts to existing concepts.
Accordingly, the concept
mapping helps complete
missing knowledge, clarify
existing knowledge, and
improve critical thinking.
In terms of nursing education,
concept mapping is a great
strategy for teaching clinical
care planning.

Strategy 3:
CONCEPT
MAPPING
• Concept mapping of clinical problems
allows students to see interrelationships
in clinical data and grasp a patient's total
clinical picture. In this case, students do
not need to copy the care plan from the
textbook any more. They have the ability
to explore a specific care plan for every
patient by using concept mapping.
• Particularly, many concept mapping
applications, which are convenient to use,
are available on mobile devices, such as
the bubll.us app.

SAMPLE DIAGRAM FOR CONCEPT MAPPING

Strategy 4: ONLINE COURSE
An online course does not
have scheduled on-
campus class meetings. It
is an integrated learning
program entirely
accessible at any time and
any place via a computer
with an Internet
connection.
Online education is widely
accepted as student-
centered education. To
ensure the effectiveness
of the online learning
environment, instructors
should create a detailed
course plan, which
includes selecting course
materials and discussion
topics, plus designing
activities.
Online education provides
increased flexibility,
access, and cost-
effectiveness in nursing
education, because
attending classes on
campus is often difficult
for nurses due to their
work schedules and family
and other responsibilities.

Strategy 4: ONLINE COURSES
Online courses are an effective strategy
for continuing education for nurses in
clinical settings.
The instructor should prepare diverse
learning materials, such as literature,
videos, websites, and discussion forums.
Upon completion, an online test is
required to evaluate comprehension. In
this case, nurses are able to control their
study time, and they also have time to
absorb the materials.

Strategy 5: GAMES
It encourages involvement and increases both the motivation and the interest of the student as it can make
learning more enjoyable.
Nursing literature highlights many reasons for using games as a teaching strategy, including the promotion of
active learning, encouragement of critical thinking, the value of fun and excitement in learning, and replication
of real-life situations.
Using a game to teach content that may be considered dry or boring can bring about a fresh and enjoyable
atmosphere.
Games combined with lectures are more effective than lectures alone in improving student knowledge.

Strategy 5: GAMES
Games may need to be combined with lectures in order
to ensure a well-organized teaching environment.
Games which can be played on a variety of mobile
devices such as an iPad or smart phone are sure to make
nursing education more interesting, engaging, and fun.

STRATEGY 6: ROLE PLAYING
Role playing is a dramatization of an event or situation. The situation usually presents a problem or
difference of opinion among two or more individuals, or circumstances that provoke anxiety.
It differs from other simulation-based learning activities in that it is unscripted. The learners act out
a problem in a completely spontaneous manner.
In role playing the student represents and experiences a character known in everyday life.
Role playing is a particularly useful strategy for practicing clinical communication skills and dealing
with conflict.

Strategy 6: ROLE PLAYING
It can be very effective for experiencing cultural principles and awareness because it allows students to
become emotionally involved in cross-cultural learning and reflect upon cultural differences.
It can be used to teach communication in nursing education courses.
At the beginning of a role-laying activity, the activity's goal should be established. Also, the instructors
need to communicate to the students in a situation or context for the interaction that will occur.
Finally, debriefing is imperative for the instructor and students to discuss the situation and various
perspectives of the individual characters. Debriefing also allows time to provide feedback to students.

Strategy 8: CASE STUDY
Case studies are stories. They present realistic, complex, and contextually rich
situations, and often involve a dilemma, conflict, or problem that one or more of
the characters in the case must negotiate.
Case studies bridge the gap between theory and practice, and between the
classroom and the workplace.
They also give students practice identifying the parameters of a problem,
recognizing and articulating positions, evaluating courses of action, and arguing
different points of view.

Strategy
8: CASE
STUDIES
• Hayward and Cairns state that the use of
cases allows students to integrate and apply
clinical and basic science knowledge and
skills such as clinical reasoning, critical
thinking, problem solving, and interpersonal
ability to hypothetical or real case scenarios.
• The case study is a helpful strategy in
nursing education. It can be used both in
the classroom and online courses. It is also
suitable for teaching about clinical diseases,
culture competence, communication skills,
and other topics. A summary or suggestion
from the instructor is essential after study.

Strategy 9:
DEBATING
• Debating is presenting the “pro” and “con” arguments of a
specific assertion, proposition, or solution to a problem. This
teaching/learning strategy offers students an opportunity to
learn new content in an exciting way.
• Debating permits students to become actively involved in
learning the course content while it promotes critical thinking
and enhances verbal communication skills.
• Debating triggers higher order learning, such as analysis,
synthesis, and evaluation.
• It can help students learn to both read and write critically.
Bradshaw and Lowenstein claimed that debating is a useful
teaching/learning activity for nursing students at all levels.

Strategy 9: DEBATING
• Debating can be used when teaching a
controversial issue or discussing a trend in
nursing education. All students are responsible
for researching the issue being proposed.
Debaters need to examine relevant literature,
analyze the data, develop a solution or
hypothesis, and present their ideas clearly and
formidably during the debate.
• After the debate, the students in the audience
evaluate the debaters' presentations and
participate in post-debate discussion. This type of
debate with feedback engages all the students in
learning, improves team collaboration, and
develops critical thinking.

Strategy 10: PROBLEM-
BASED LEARNING
• The teaching method that uses patient
situations or scenarios to stimulate students to
acquire and apply information to solve
problems is known as problem-based learning
(PBL).
• Educators present realistic patient scenarios,
ask questions, and require students to search
for holistic answers.
• PBL encourages active learning through self-
directed learning, self-appraisal, clinical
problem-solving skills, teamwork, discipline,
and integration of information.

Strategy 10:
PROBLEM-
BASED
LEARNING
• PBL also improves clinical reasoning
skills, increases the retention of learned
material, and enhances self-directed
study.
• PBL is widely used for teaching a
relatively complex or messy problem that
has a broad association with basic science
and clinical experience, such as heart
failure or pneumonia. The instructor
should manage the discussion process,
give positive feedback, and conduct a
summary.

Teaching strategies can engage students
in an active learning process. If they use
these strategies well, nursing students are
more likely to memorize the information
associated with the lesson. It is important
for nurse educators to select appropriate
teaching strategies in order to deliver high-
quality education.

REFERENCES
• Edith Cowan University, P. (2021, May 6). Teaching Strategies. ECU
Intranet. https://intranet.ecu.edu.au/learning/curriculum-
design/teaching-strategies
• Xu, Ji. (2016). Toolbox of teaching strategies in nurse
education. Chinese Nursing Research, [online] 3(2), pp.54–57.
doi:https://doi.org/10.1016/j.cnre.2016.06.002.

REFERENCES
• WHO (2012). Health education: theoretical concepts, effective
strategies and core competencies A foundation document to guide
capacity development of health educators. [online] Available at:
https://apps.who.int/iris/bitstream/handle/10665/119953/EMRPUB_
2012_EN_1362.pdf?sequence=1&isAllowed=y.
• Coalition of National Health Education Organizations, 2009.
http://www.cnheo.org/PDF%20files/health_ed.pdf. Accessed 22 May
2023.

REFERENCES:
• Gazmararian J, Curran JW, Parker RM, Bernhardt JM, DeBuono BA.
Public health literacy in America: an ethical imperative. American
journal of preventive medicine, 2005, 28(3):317–22.

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