Health Education 1.

Provide health education to individuals,

families and communities
2. Teach, guide and supervise students in nursing
education
Teaching- deliberate interventions that involve sharing
3. Implement programs including the
information and experiences meet intended learner
administration of nursing services in varied
outcome in the cognitive, affective, and psychomotor
settings like hospitals and clinics
domain according to an education plan.
Learning- a change in behavior that can be observed or
measured and that occurs any time or place from Purpose of Health Education
stimuli.
To positively influence the health behavior and health
Patient education- a process of assisting people to perspectives of individuals and communities for them to
learn health-related behaviors that they can incorporate develop self-efficacy to adopt health lifestyles resulting
into everyday life with goal of achieving optimal health to health communities.
and independence in self-care.
Staff education- the process of influencing the
behavior or nurses by producing change in knowledge, Importance of Health Education
attitudes, skills to help them maintain and improve the 1. Empowers people
competencies for the delivery of high-quality care to the 2. Equips people with knowledge and
consumer. competencies prevent illness, maintain health
3. Enhances the quality of life by promoting
health lifestyles
The Education Process 4. Creates awareness regarding the importance of
preventive and promotive care
It is a systematic, sequential, logical, scientifically
based planned course of action, consisting of
interdependent operations: teaching and learning; and
involves interdependent players: the teacher and the Functions of a Professional Health Educator
learner. Together, they jointly perform teaching and 1. Assess individual and community needs and
learning activities, the outcome of which leads to capabilities and identify both internal and
mutually desired behavior changes. external resources in the community
2. Plan, develop and coordinate with the different
health and government agencies and NGOs
Health Education regarding the health education programs
3. Do community organizing and outreach
- Any combination of learning experiences
4. Conduct staff training and consult with other
designed to facilitate voluntary adaptations of
health care providers about behavioral, cultural
behavior conducive to health.
or social barriers to health
- Is a science and a profession of teaching health
5. Conduct regular periodic evaluation of health
concepts to promote, maintain and enhance
education programs
one’s health, prevent illness, disability and
6. Make referrals
premature death perspective. It draws health
7. Develop audio, visual, print and electronic
models and theories from the biological,
materials to be used for training and conduct of
environmental, psychological, physical and
health education classes
medical and even paramedical sciences like
8. Conduct research work and write scholarly
nursing.
articles

Legal Basis of Health Education in the Nursing

Areas of Responsibility of the Health Educator
Curriculum
1. Assess individual and community needs for
One of the more important functions of the nurse is as a
health education
health educator (Duties of a Nurse) in Rule IV, Sec 28
2. Plan health education strategies, interventions
of the Philippine Nursing Act of 2002 (RA 9173),
and programs
among which are to:
 3. Implement health education strategies, individuals acquire knowledge and change the
interventions and programs way they think, feel and behave.
4. Conduct evaluation and research in relation to 2. In the practice of health care, these theories
health education have helped the health professionals to employ
5. Serve as a health education resource person sound methods and rationales in their health
6. Communicate and advocate for health and education efforts involving patients or clients,
health education staff training and education and in carrying out
continuing health education and promotion
programs.
Teachings of Health Education related to critical
health issues:
Nurses can apply learning theories at the individual,
1. Emotional health and a positive self-image
group, and community levels to:
2. Appreciation and care of the human body and
its vital organs 1. Comprehend and teach new materials and tasks
3. Physical fitness 2. Solve problems and change unhealthy habits
4. Health issues of alcohol, tobacco, drug use, and 3. Build constructive relationships, manage
abuse emotions, and develop effective behavior
5. Health misconceptions and myths
6. Effects of exercise on the body systems and on
general well being Learning Theories
7. Nutrition and weight control
8. Sexual relationships and sexuality • Psychological
9. The scientific, social, and economic aspects of 1. Behaviorist
community and ecological health 2. Cognitive
10. Communicable and degenerative diseases 3. Social
including STD 4. Adult LT
11. Disaster preparedness 5. Humanistic
12. Safety and driver education 6. Psychodynamic
13. Environmental factor and how those factors
affect an individual’s or population’s
environmental health (ex: air quality, water Psychological learning theories are useful in acquiring
quality, food sanitation) information in situations involving human thought,
14. Life skills; choosing professional medical and emotions, and social interaction.
health services; and choices of health careers

Behaviorist
Learning Theories related to Health Care Practice
John B. Watson- proponent of behaviorist theory,
Learning is a permanent change in mental emphasized the importance of observable behavior in
processing, emotional functioning, skill and behavior as the study of human beings.
a result of exposure to different experiences.
- Defined behavior as muscle-movement;
It is the lifelong, dynamic process by which associated with Stimulus-Response psychology
individuals acquire new knowledge or skills or alter - View learning as the result of stimulus
their thoughts, feelings, attitudes, and actions, or predict conditions (S) in the environment and the
how people learn. learner’s responses (R) that follow.
Behaviorists closely observe responses to a
Learning theory is a coherent framework of integrated
situation and then manipulate the environment
constructs and principles that describe, explain, or
in a way to bring about the intended change.
predict how people learn, how learning occurs and what
motivates people to learn and change.

a. Respondent conditioning/ Association/

Classical or Pavlovian conditioning
Contributions of Learning Theories
- Emphasizes the importance of stimulus
1. Learning theories have helped us understand conditions and the associations formed in the
the process of teaching and learning or how learning process.
 Basic Model of Learning a. Positive reinforcement- application of a
pleasant stimulus; they strengthen or increase
1. Pairing of UCS (Unconditioned Stimulus) and
the frequency of behaviors.
UCR (Unconditioned Response)
Reward conditioning- a pleasant stimulus is
2. NS (Neutral Stimulus) elicits the same
applied following an organism’s response.
unconditioned response (UCR). Learning takes
b. Negative reinforcement- removal of an
place when the new conditioned stimulus
aversive or unpleasant stimulus; weaken the
becomes associated with conditioned response.
behavior by not reinforcing it.
A neural stimulus that has no special value or meaning Escape conditioning- an aversive stimulus is
to the learner is paired with a naturally occurring applied, the organism makes a response that
unconditioned or unlearned stimulus. After pairings, the makes a response that causes the unpleasant.
neutral stimulus alone elicits the same unconditioned Avoidance conditioning- an aversive stimulus
response. is anticipated by the organism, which makes a
response that causes the unpleasant S to cease.
To decrease the probability of a response:
a. Nonreinforcement- an organism’s conditioned
response is not followed by any kind of
reinforcement (positive, negative, or organism
cannot escape or avoid punishment)
b. Punishment- following a response, an aversive
stimulus is applied that the organism cannot
escape or avoid.

B. Operant Conditioning
Ways of Employing Positive Reinforcement
b. Systematic desensitization- a technique based 1. Verbal ways
on respondent conditioning that is used by - Saying phrases like, “good”, “well-done” when
psychologists to reduce fear and anxiety in their students respond
clients. - Statements like, “that was a well-expressed
- Based on the principle that repeated and gradual opinion”, or “I like the way you answered..”
exposure to fear-inducing stimulus under - Gives recognition to the student
relaxed and nonthreatening circumstances will 2. Non-verbal ways:
give the patient that sense of security that no - Nodding
harm will come so that he or she no longer fears - Smiling
the stimulus. - Looking pleased
Stimulus generalization- the tendency of - Writing student’s comments on the board
initial learning experiences to be easily applied - Giving the “thumb’s-up” sign
to other similar stimuli. 3. Citing in class or publishing on the bulletin
Spontaneous recovery- a useful respondent board exceptional works or outputs
conditioning concept that needs careful
consideration in relapse prevention programs.
c. Operant Conditioning – (B.F. Skinner)
Classification of Educational Reinforcers:
- Focuses on the behavior of the organism and
the reinforcement that occurs. 1. Recognition
- We learn best when out actions are reinforced. a. Praise, certification of accomplishments
- Positive and negative reinforcement b. Formal acknowledgements- private
Reinforcer- a stimulus or event applied after a conversations, pat on the back
response 2. Tangible rewards- grades, food (free lunch),
prizes
To increase the probability of a response: 3. Learning activities- opportunity for desirable
A behavior is strengthened or weakened in response enrichment assignment (membership in
to positive or negative consequences. “honors” class; more difficult clinical
assignment)
 4. School responsibilities Cognitive
a. Opportunities for increased self-
Cognitive learning theory - the key learning and
management and more participation in
changing is the individual’s cognition (perception,
decision-making
thinking, memory and ways of processing and
b. Acceptance of suggestions for improving
structuring information)
the curriculum
c. Greater opportunity for selecting own goals It involves perceiving the information, interpreting it
for learning experiences based on what is already known, and then reorganizing
d. Greater opportunity to control own the information into new insights or understanding.
schedule and set own priorities
5. Status indicators- appointment as a peer tutor It involves intelligence which is the ability to solve
or having own space (study corner, desk) problems.
6. Incentive feedback- increased knowledge of Focus on the internal learner environment (what goes
examination scores or knowledge of on inside the learner) and the mental structures of
individuals contributions (helping others) thinking.
7. Personal activities- opportunity to engage in
special projects and extra time off
Negative reinforcement is tantamount or synonymous Metacognition- the learner’s understanding of her way
to punishment, that leads to a reduction in the frequency to learning. It also refers to the processes used to plan,
of the behavior. monitor and assess one understanding and performance.

Main Premises of Behavioral Learning Theories Main Premise of Cognition Learning Theories

All behavior is learned; it can be shaped and rewarded Information processing is an important aspect of
to achieve appropriate and desired ends. cognitive learning. In this theory, memory is viewed as
a complex organized system in which information is
processes through:
Implications to Nursing Education 3 components of the memory system:
1. The organization of instruction is directed by 1. Sensory register
behavioral objectives and learning outcomes 2. Short-term memory
that can be specified, and behavior can be 3. Long-term memory
observed and measured
2. Faculty facilitate the learning environment by
designing the learning experience (e.g.,
Main Premises of Cognitive Learning Theories:
simulations, skills demonstrations) and offer
positive reinforcement through ongoing Cognitive theories define learning as an active,
feedback cumulative, constructive process that is goal oriented
3. Students use the behavioral objectives or and dependent on the learner’s mental activities.
competency statements as a guide for what is to
be learned. Learning is processing information; it is experiential
Students work to achieve and demonstrate the and formed by a person’s experience of the
behavior and plan the time needed to practice as consequences.
much as necessary to attain the desired
behavior.
Student motivation for achievement is obtained Cognitive learning theory includes several well-
from the tangible rewards that reinforce the known conceptual and theoretical perspectives, such as
desired behavior.
1. Gestalt
4. Praise may assist in the transfer of learning
2. Information processing
from one area to another.
3. Cognitive development
5. Learning under control of reward is usually
4. Social constructivism
preferable to learning under the control of
5. Social cognition
punishment.
 1. Gestalt perspective emphasize the importance Information-processing Model Memory
of perception in learning. It reflects the maxim,
the whole is greater than the sum of its parts.
Each person perceives and responds to any
situation in his or her own way.
Principles
A. Each person perceives, interprets, and
responds to any situation in his/her own
way.
B. It is directed toward simplicity, equilibrium
and regularity. In general, cognitive psychologists note that memory
C. Perception is selective. processing and the retrieval of information are enhanced
by organizing that information and making meaningful.

Each person perceives, interprets, and responds to any

situation in his/her own way. 9 events that activate effective learning
For example, when a nurse is providing instruction to a 1. Gain the learner's attention (reception).
patient, the patient may be orienting to other 2. Inform the learner of the objectives and
information, such as what is on the television in the expectations (expectancy).
room, noise in the hallway, or worries about her pain, 3. Stimulate the learner's recall of prior learning
her finances, or how to find a ride home. (retrieval).
4. Present information (selective perception).
5. Provide guidance to facilitate the learner's
It is directed toward simplicity, equilibrium and understanding (semantic encoding).
regularity. 6. Have the learner demonstrate the information
or skill (responding).
For example, study the bewildered faces of some 7. Give feedback to the learner (reinforcement).
patients listening to a complex, detailed explanation 8. Assess the learner's performance (retrieval).
about their disease; instead, what they desire most is a
9. Work to enhance retention and transfer through
simple, clear explanation that settles their uncertainty application and varied practice
and relates directly to them and their familiar (generalization).
experiences.

The information-processing perspective is particularly

Perception is selective. helpful for assessing problems in acquiring,
For example, what individuals pay attention to and what remembering, and recalling information. Some
they ignore are influenced by a host of factors: past strategies include the following:
experiences, needs, personal motives and attitudes,
1. Have learners indicate how they believe they learn
reference groups, and the actual structure of the (metacognition).
stimulus or situation.
2. Ask them to describe what they are thinking as they
are learning.
2. Information processing emphasizes thinking
3. Evaluate learners' mistakes.
processes: thought, reasoning, the way
information is encountered and stored and 4. Give close attention to learners' inability to remember
memory functioning. or demonstrate information.

For example, forgetting or having difficulty in

retrieving information from long-term memory is a
major stumbling block in learning. This problem may
occur at the input end, such as a failure to pace the
amount of information (cognitive load) and/o the timing
of the presentation of information
To aid learning at the input stage, some suggestions are - Intelligence is non-verbal or non-symbolic has
to break the material into small parts or chunks, use not developed language yet.
memory tricks and techniques. - “Object permanence”- what and where it is seen
for the first time will still exist even though it
disappears.
A common issue for everyone, the issue competence 2. Preoperational
versus performance is always a factor: although learners - Cognitive process during this stage increases
may truly know information or a skill (competence) the ability to store words and language
they fail to produce it as a specific moment structures.
(performance). - There is the capacity to understand and make
use of the words.
- Abstract thinking- represents reality using
In education, the instructor’s task is to get in touch with symbols that can be manipulated mentally.
the learner’s way of processing information and - This is the age adults communicate with the
thinking. Differences in learning style is one reason and children.
educational theory or model may not work for everyone. - It is significant in language development when
adult talk, teach, read, and even sing to the
children.
3. Cognitive development focuses on qualitative - Children imitate and try various sounds and
changes in perceiving, thinking and reasoning words.
as individuals grow and mature. - They are able to fantasize, dream, imagine, and
Adult learning free association with others.
a. Adult learning is sequential, but some - Concerned with themselves, they talk to toys,
adults never reach the formal operations tell wild stories, and have imaginary friends.
stage. 3. Concrete operations
b. Advanced stages of reasoning go beyond - Concrete operations develop logical thinking
formal operations. (more systematic; uses scientific method) in
c. Older adults may demonstrate an advanced relation to function.
level of reasoning derived from their - Children begin to wonder what is happening
wisdom and life experiences or may reflect around them.
lower stages of thinking - Their minds are full of questions wanting to be
answered.
- They are puzzled between what is taught to
them and what they experience.
Jean Piaget is the best known of the cognitive
4. Formal operations
developmental theorists. His observations of children's
- This stage is characterized by hypothesis
perceptions and reasoning at different ages have
testing.
contributed much to our recognition of the unique,
- Before making conclusions, things must be
changing abilities of youngsters to think, conceptualize,
tested with logical pieces of evidence.
communicate, and perform
- There is awareness on different views rather
A principal assumption is that learning is a than on one single thought. It understands and
developmental, sequential, and active process that recognizes individuals having their own and
transpires as the child interacts with the environment, different interests, knowledge and ways of
makes discoveries about how the world operates, and thinking.
interprets these discoveries in keeping with what the
child knows (schema).
4. Social constructivism - social factors
By watching, asking questions, and listening to
Tenets - influences; social interaction
children, Piaget identified and described four sequential
Benefits of cognitive theory to healthcare
stages of cognitive development:
a. individuality
1. Sensorimotor b. diversity
- Determined basically on actual perception of Constructivism is helpful in understanding how
the senses and the external or physical factors. interactive social situations foster learning.
- Children think due to coordination of sensory Social constructivist views involve both
input and motor responses. individual cognition and social interactions in
the learning process.
 From this perspective, also known as social strategies, memories, and attentional and
interactivist, construction of knowledge is motivational mechanisms to organize and
enhanced interactions with others because of understand it.
interaction with others.

Social Learning Theory

Learner participation and relating is indicative of a
Social Learning Theory - Albert Bandura proposed on
social constructivist learning environment, which
a perspective on learning that includes consideration of
includes learning from others, and drawing on context
the personal characteristics of the learner, behavior
from the topic of the lessons being studied.
patterns, and the environment.
The learning environment is one that engages students
Emphasize the importance of environmental situational
with one another and promotes comfort and safety for
determinants of behavior and their continuing
expression of creative ideas and novel thought.
interaction.
Reciprocal Determinism -environmental conditions
5. Social Cognition highlights the influence of shape behavior through learning and the person's
social factors on perception, thought, and behavior, in return shapes the environment
motivation which, when applied to learning,
Bandura's theory initially focused on role modeling
emphasize the need for instructors to consider
(based on behaviorist principles), but then he
the dynamics of the social environment and
expanded his focus on the personal characteristics of the
social groups on both interpersonal and
learner (based on cognitive principles) and the
intrapersonal behavior.
influence of the environment, setting, and situation
As an illustration, attribution theory focuses
(based on social factors)—all of which affect how
on the cause- and-effect relationships and
individuals learn.
explanations that individuals formulate to
account for their own and others' behavior and One of Bandura's early observations was that
the way in which the world operates individuals do not need to have direct experiences to
learn.
These cognitive sub-theories within the cognitive Considerable learning occurs by taking note of other
learning theory highlight the wide variation in how people's behavior and what happens to them, which is
learners actively structure their perceptions; confront a termed role modeling.
learning situation; encode, process, store, and retrieve
information; and manage their emotions—all of which Learning is often a social process whereby other
are influenced by social and cultural forces. individuals, especially significant others, provide
compelling examples or role models for how to think,
feel, and act.
Main Premise When role models behave in a specific way, learners
watch what the role models do and then copy that
People create their own meaning through experience
behavior.
Implication to Nursing Education
Baldwin et al. (2014) explored the significance of role
a. Learner constructs new knowledge by building modeling by nurse clinicians and nurse academics in
on an internal representation of existing influencing undergraduate nursing students'
knowledge through a personal interpretation of development of professional identity.
experience; faculty coach and facilitate. b.
An important consideration is whether learners perceive
b. Learners form, elaborate, and test their mental
role models as being rewarded for their actions, which
structures until they get one that is satisfactory.
is termed vicarious reinforcement.
c. Students have active rather than passive roles in
the instruction and a new responsibility for Armstrong (2008) emphasizes that to facilitate positive
learning. learning behaviors, role models need to be:
d. Faculty emphasis is on developing students in
how to think. 1. Enthusiastic
e. It is not the transfer of information that results 2. Professionally organized
in learning; rather, students must discover 3. Caring
meaning by using information processing
 4. Self confident, as well as knowledgeable, 2. Consequence - it is also influenced by its result
skilled, and good communicators 3. Cognitive factors - how we are motivated
On the other hand, negative behavior may be learned or The social learning theory of personality development
copied when a role model displays undesirable behavior assumes that all actual behavior patterns must be
but is perceived by observers as being rewarded for it. learned through traditional learning (by reinforcement)
and observational learning (by modelling).

Social learning theory has been popular in health care

and nursing. Adult Learning Theory
Mentoring is one example. In nursing education, a more According to Knowles (1980), adults learns in ways that
experienced nurse may demonstrate desirable are different from children.
professional attitudes, skills, and behaviors, which
He used the term andragogy refer to the education of
serves as a mentor for a less experienced colleague or
adults, in contrast to pedagogy, term used for the
student.
education of children.
Mentoring also is used in medical treatment.
Adult learners are persons who do best when asked to
use their experience and apply new knowledge to solve
real-life problems.
(Bandura) Learning involves active information
processing.
- Students learn by observing others as models of Knowles (1980) Theory of Adult Learning
behavior.
1. Adult learning is more learner-centered than
- A key component of this theory is that students
teacher-centered;
who believe they can perform well have high
2. Learner becomes an independent self-directed
self-efficacy and will be able to take on
human being;
complex tasks with confidence.
3. Previous experiences of the adult serves as a
a. Role modeling
rich source for learning
b. Vicarious reinforcement - involves
4. Readiness to learn is more oriented to the
determining whether role models are
developmental tasks of social roles;
perceived as rewarded or punished for their
5. There is a shift of learning orientation from
behavior.
being subject- centered to problem oriented.

Premise of Adult Learning Theory

Basic assumptions about adult learners are that they are
increasingly self-directed and have experiences that
serve as a rich resource for their own and others'
learning.
Their readiness to learn develops from life tasks and
The goal of learning is to develop self-efficacy problems, and their orientation to learning is task-
centered or problem centered.
The environment, cognition, and behavior all interact
through a series of processes that consists of attention Implications for Nurse Educators
(such as complexity and value), retention
(remembering, coding, mental images), reproduction Because adults fear failure, faculty must create a
(trying it and observing how it went), and motivation relaxed, psychologically safe environment, while
(compelling reason) to affect learning and performance. developing a climate of trust and mutual respect that
will facilitate student empowerment
Faculty facilitate, guide, or coach adult learners.
3 interrelated determinants of how behavior occurs
1. Antecedents - behavior is based on the past, as
we have seen it
 Humanistic - Useful to healthcare professionals and those
working in social services.
Humanistic Learning Theory- assumes that every
individual is unique and that individuals have a desire
to grow in a positive way.
The Basics of Psychodynamic Learning Theory
People are seen rational (logical, reasonable, sensible),
unique and are motivated by each person’s needs, self- Individuals may or may not be aware of their
motivations and why they feel, think, and act as they do.
perception or self-concept and the desire to grow
positively. According to the psychodynamic view, the most
primitive source of motivation comes from the id and is
Positive psychological growth may be damaged by based on libidinal energy (the basic instincts, impulses,
some of society’s values and expectations. and desires humans are born with). The id includes two
components: eros (the desire for pleasure and sex,
The importance of emotions and feelings, the right of
sometimes called the life force) and thanatos
individuals to make their own choices, and human
(aggressive and destructive impulses, or the death wish)
creativity are the cornerstones of a humanistic approach
to learning. The id, according to Freud, operates on the pleasure
principle- to seek pleasure and avoid pain
Maslow’s theory of motivation which is based on the
hierarchy of needs explains why a hungry patient will Eros Thanatos
not pay attention to health teachings until his or her - Referred to as - Referred to as
physiologic need of hunger is first met before meeting sexual instincts, death instinct
his or her need for information or instruction. love cooperation - Freud believed
and prosocial that people
actions typically channel
- Life drive with death drive
basic survival, outward that
pleasure, and manifest
reproduction aggression
- Instinct include - Also inward
also thirst, which can result
hunger, and pain in self harm or
avoidance suicide
- Energy created
by the Eros is
known as
LIBIDO
- Looking after
their health and
Premise of Humanistic Theory of Learning safety
- Exerts through
Humanistic theory contend that positive self-concept sexual drives,
and self-esteem enhances the learner’s enthusiasm to motivating
learn. people to create
and nurture new
Implications for Nurse Educators
life
Teacher’s role is more of a facilitator of learning rather
than an authority on teaching.
Countering the id (primitive drives) is the superego,
which involves the internalized societal values and
standards, or the conscience.
Psychodynamic
Mediating these two opposing forces in the personality
Psychodynamic Learning Theory is a theory of is the ego, which operates based on the reality principle.
motivation that stresses emotions rather than cognition
or responses.
- Behavior may be conscious or unconscious
- Personality development occurs in stages
 ➢ Successful completion results in a
healthy personality and positive
interactions with others
➢ Failure to complete a stage can result in
the inability to complete further stages
and an unhealthy personality and sense
of self
• Stages can be resolved successfully at a later
time.
8 Stages

• Trust vs. Mistrust

• Autonomy vs. Shame or Doubt
• Initiative vs. Guilt
• Industry vs. Inferiority
• Identity vs. Role Confusion
• Intimacy vs. Isolation
• Generativity vs. Stagnation
• Integrity vs. Despair

1. Trust vs. Mistrust

- Birth - 1 year (Infancy)
Defense mechanisms- happens if ego is threatened to
- Stage Developments
protect self from anxiety
➢ Learning the ability to trust based upon
a. Denial- ignoring or refusing the reality of threat the consistency of caregivers
b. Rationalization- excusing or explaining away - Positive Outcome
a threat ➢ Trust that allows the child to gain
c. Displacement- taking our hostility and confidence and security in the world
aggression on other individual rather than - Negative Outcome
directing anger at the source of the threat ➢ Inability to trust and a sense of fear
d. Repression- keeping unacceptable thoughts, about the inconsistent world
feelings, or actions from conscious awareness 2. Autonomy vs. Shame & Doubt
- Ages 1-3 (Toddler)
- Stage Developments
Developmental Theory ➢ Asserting independence
- Positive Outcome
Erik Erikson ➢ If supported and encouraged, they
- Psychologist become more confident and secure in
- Developed a way of looking at personality and their own ability to survive in the world
life-span development - Negative Outcome
- Was influenced by Sigmund Freud ➢ If criticized or not given the
opportunity to assert themselves, they
Erikson’s Belief become overly dependent on others,
lack self-esteem, and doubt their own
- Personality develops in a predetermined order
abilities
- Saw personality as developing throughout the
3. Initiative vs. Guilt
lifetime
- Ages 3-6 (Pre-School)
- Believed that at each stage of development we
- Stage Developments Assert themselves by
face an identity crisis
planning activities, making up games, etc.
- Positive Outcome
➢ Develop a sense of initiative and feel
Psychosocial Development Theory secure in their ability to lead others and
• Eight distinct stages make decisions
• Each stage has two possible outcomes: - Negative Outcome
 ➢ Develop a sense of guilt and feel like a ➢ Exploration of life as a retired person
nuisance to others and will be followers - Positive Outcome
and lack self-initiative ➢ Contemplate accomplishments and
4. Industry vs. Inferiority develop integrity if you view yourself
- Age 6-Puberty (Elementary School) as leading a successful life
- Stage Developments - Negative Outcome
➢ Developing pride in accomplishments ➢ If you view yourself as unproductive,
- Positive Outcome feel guilt over your past, or feel you did
➢ If encouraged and reinforced for not accomplish goals, you become
initiative, they begin to feel industrious dissatisfied with life and develop
and feel confident in the ability to hopelessness and depression
achieve goals
- Negative Outcome
➢ Feeling of inferiority, doubt own Learning is limited when individuals become fixated or
abilities, and may not reach potential stuck at an earlier stage.
5. Identity vs. Role Confusion
- Ages 13-18 (Adolescence)
- Stage Developments Developmental Stages of the Learner
➢ Transition from childhood to
adulthood; becoming more Teaching plans must address stage-specific
independent competencies of the learner.
- Positive Outcome
Role of the nurse in assessment of stage-specific learner
➢ Explore possibilities for the future and
needs.
form an identity based on the outcome
of their explorations Role of the family in the teaching-learning process.
- Negative Outcome
Teaching strategies specific to meeting the needs of
➢ Hindered sense of self which results in
confusion of self and their role in the learners at various developmental stages of life.
world Growth Development Maturation
6. Intimacy vs. Isolation Refers to Is an increase in Refers to
- Ages 19-30 (Young Adulthood) increase in skill and increase in
- Stage Developments physical size or capacity to competence or
➢ Sharing intimacy with others and structure that is function ability to
exploring relationships measurable. occurring in function at a
- Positive Outcome Growth cause a orderly fashion. higher level. It
➢ Comfortable relationships and sense of quantitative Development is the process
commitment, safety, and care within al (measurable in results in by which the
height and qualitative traits carried by
relationship
weight) change change. the child
- Negative Outcome in the body. through his
➢ Avoiding intimacy, fear of genes begin to
commitment, isolation, loneliness, and unfold and are
depression realized.
7. Generativity vs. Stagnation
- Middle Adulthood
- Stage Developments STAGES OF GROWTH & DEVELOPMENT
➢ Develop a sense of being a part of the 1. Prenatal Period
bigger picture - Conception to birth
- Positive Outcome - Germinal - conception to 10 days gestation
➢ Giving back to society by raising - Life span of egg- 7 days; sperm - 48-72 hrs.
children, being productive at work, and - Embryonic - 10 days - 8 weeks gestation. Organ
involved in the community systems of the body develop during this period
- Negative Outcome - Fetal Period - 2 months gestation - birth (after
➢ Stagnant and unproductive 40 weeks/280 days after conception)
8. Ego Integrity vs. Despair - "NEO" means new; "NATAL" means birth.
- Senior Citizens (Late Adulthood) The newborn child is called NEONATE.
- Stage Developments
 2. Infancy Period Interdependence occurs when an individual has
- Birth to one year sufficiently advanced in maturity to achieve self-
- Newborn/neonatal period - birth to 1 reliance, a sense of self-esteem, and the ability to give
Month/first 28 days/ 4 weeks and receive, and when that individual demonstrates a
- Infancy - 1 month to 12 months level of respect for others.
3. Childhood Period
- One -12 years old
- Toddler - 1-3 y/o Freud's Psychosexual Theory of Development
- Preschool - 3-6 y/o
- School- 6-10 y/o - Believed that the individual progresses through
- Puberty- 10-12 y/o several developmental stages that affect
- Late childhood- 11-13 y/o personality, he called these periods as
4. Adolescence psychosexual stages
- 12-19 y/o During each stage, the pleasure-seeking impulses of the
- Early adolescence- 12-16 y/o id focus on a particular area of the body and on activities
- Late adolescence- 16-19 y/o connected with that area.
5. Adulthood
- 20 - 60 y/o
- Young Adult- 20- 30 y/o 1. Oral Stage (0- 1 1⁄2 y/o)- during this period,
- Middle Adult - 30-60 y/o infants derive pleasure from nursing and
6. Old Age sucking; indeed, they will put their thumbs or
- 60 years old and above anything else they can reach into their mouth.
2. Anal Stage (1 1⁄2- 3)- children have their first
experience with imposed control in the form of
Fundamental Domains of Development toilet training. Gratification is presumably
derived from withholding or expelling feces.
1. Physical
3. Phallic Stage (4-7)- children begin to derive
2. Cognitive
pleasure from fondling their genitals. They
3. Psychosocial
observe the differences between male and
Chronological age is not the only predictor of learning females and may direct their awakening sexual
ability. impulses toward the parent of the opposite sex.
4. Latency Stage (7-puberty)- follow the end of
Developmental stage - human growth and the phallic stage, during which children become
development are sequential but not always specifically less concerned with their bodies and turn their
age-related. attention to the skills needed for coping with the
TEACH WHEN THE LEARNER IS READY. environment.
5. Genital Stage (puberty) – occurs during
adolescence. Youngsters begin to turn their
Dependence is characteristic of the infant and young sexual interests toward others and to love in a
child, who are totally dependent on others for direction, more mature way.
support, and nurturance from a physical, emotional,
social, and intellectual standpoint.
The Developmental Stages of Adulthood
Some adults are considered stuck in this stage if they
demonstrate manipulative behavior, do not listen, are Andragogy- the art and science of teaching adults
insecure, or do not accept responsibility for their own
actions.
Knowles Framework
Independence Occurs when children develop the
ability to physically, intellectually, socially, and 1. Moves from dependent personality to
emotionally care for themselves and make their own independent and self- directed
choices, including taking responsibility for learning. 2. Accumulates a growing reservoir of previous
experiences that serves as a rich resource for
However, children experiencing severe pain and/or learning
illness may become overwhelmed and revert to the
earlier level of dependence.
3. Readiness to learn becomes increasingly
oriented to the developmental tasks of social
roles
4. Best motivated to learn when a need arises in
their life situation
5. Learn for personal fulfillment (self-esteem,
improved quality of life