NCM 102

HEALTH
EDUCATION
LECTURE 2
M A R Y A N N V. C A S T R O, R N , M A N
COURSE INSTRUCTOR
E M A I L : m a r y a n n . c a s t r o @ u r s . e d u .p h
CONTENT TOPICS

Applying Learning Theories to

Healthcare practice
Theories Related to Learner’s
Development
Psychological Learning Theories
Neuropsychology and Learning
Motor Learning
Common Principles of Learning
State of Evidence
LEARNING OUTCOMES

1. Apply concepts, theories, and

principles in teaching-learning
situations.

2. Describe the guidelines and

principles of EBP in health
education.
REFERENCES:

– Nurse as Educator: Principles of Teaching

and Learning for Nursing Practice, Susan
B. Bastable, 2019
– Teaching Strategies in Health Education,
Cecilia Estrada-Castro, RN, MSPsych
– and other Health Education books
 LEARNER’S DEVELOPMENT THEORIES
Erikson 8 Psycho-
social Stages of
Development

Freud
3 Components of
Personality Theories R/T Piaget 4 Stages of
5 Psychosexual Stages of the Learner’s Cognitive
Development Development Development

Kohlberg Vygotsky
3 Levels and 6 On Language
substages of moral Zone of Proximal
development Development
ANSWERS
1. D
2. F
3. E
4. C
5. A
6. B
FOUNDATIONAL THEORIES IN
THE TEACHER’S
UNDERSTANDING OF THE
LEARNER’S DEVELOPMENT
SIGMUND FREUD

“The mind is like an

iceberg, it floats with one-
seventh of its bulk above
water.”
--Freud
“The mind is like an iceberg, it floats with on-seventh
of its bulk above water. --Freud

It is the famous analogy that Freud referred to

when he explained the subconscious mind. He
believed that much of what the person is really about
is not what we see in the outside and what is
conscious, but what is there hidden in the
subconscious mind.
As teacher/educator, it is important that we
remember not be too quick in making conclusions
about our students’ intentions for their actions.
Always consider that there are many factors that may
influence one’s behavior.
Id, ego, and the superego
--Freud

Freud also emphasized the

three components that make up
one’s personality, the id, ego, and
the superego. The id is pleasure-
centered; the ego, reality-
centered, and the superego,
which is related to ego-ideal or
conscience.
Five (5) Psychosexual stages of Development
--Freud

This includes the oral,

anal, phallic, latency, and
genital stages. Each stage
demands satisfaction of
needs, and failure to do so
results in fixations.
ERIK ERIKSON
“Healthy children will not fear life
if their elders have integrity
enough to not to fear death.”
He believed in the impact of the
significant others in the
development of one’s view of
himself, life and of the world.
ERIK ERIKSON
He presented a comprehensive framework
of eight (8) psycho-social stages of
development. It is Erikson who described
the crisis (expressed in opposite polarities)
that a person goes through; the
maladaptation and malignancies that
result from failure to effectively resolve
the crisis; and the virtue that emerges
when balance and resolution of the crisis
is attained.
JEAN PIAGET
“The principal goal of education
in the schools should be creating
men and women who are capable
of doing new things, not simply
repeating what other generations
have done.”
JEAN PIAGET
Piaget’s theory centered on the
stages of cognitive development.
He described four stages:
sensory-motor, pre-operational,
concrete-operational and formal
operational stages. Each has a
characteristic ways of thinking
and perceiving that shows how
one’s cognitive abilities develop.
KOHLBERG
“ Right action tends to be
defined in terms of general
individual rights and standards
that have been critically
examined and agreed upon by
the whole society.”
KOHLBERG
He proposed three (3) levels of moral
development (pre-conventional,
conventional and post-conventional)
which are further subdivided into the
stages. Influenced by Piaget,
Kohlberg believed that one’s
cognitive development influenced
the development of one’s moral
reasoning.
VYGOTSKY
“The teacher must orient his
work not on yesterday
development in the child but on
tomorrow’s.”
Vygotsky emphasized the role of
social interaction in learning and
development.
VYGOTSKY
Scaffolding is the systematic
manner of providing assistance to
the learner that helps the learner
to effectively acquire a skill.
VYGOTSKY
He believed that guidance from a more
knowledgeable other (MKO) would
lead a learner to a higher level of
performance than if he were alone.
This higher level of performance then
eventually becomes the learner’s
actual performance when he works
independently in the future. His
concept of zone of proximal
development (ZPD) illustrates this.
BEHAVIORISM: PAVLOV,
THORNDIKE, WATSON, SKINNER
The theory of behaviorism
focuses on the study of observable
and measurable behavior. It
emphasizes that behavior is mostly
learned through conditioning and
reinforcement (rewards and
punishment). It does not give much
attention to the mind and the
possibility of thought processes
occurring in the mind.
BEHAVIORISM: PAVLOV,
THORNDIKE, WATSON, SKINNER
BEHAVIORISM

Classical conditioning Connectionism Operant

(Pavlov/Watson) (Thorndike) Conditioning
Primary Laws (Skinner)

Law of Effect Reinforcement

Law of Exercise Shaping of

Behavior
Law of
Readiness
IVAN PAVLOV
He is a Russian physiologist, is well
known for his work in classical
conditioning or stimulus
substitution. Pavlov’s most
renowned experiment involved
meat, a dog and a bell. Initially,
Pavlov was stumbled upon
classical conditioning.
PAVLOV’S EXPERIMENT
Before conditioning, ringing the bell
(neutral stimulus) caused no response from
the dog. Placing food (unconditioned
stimulus) in front of the dog initiated
salivation (unconditioned response).
During conditioning, the bell was rung a
few seconds before the dog was presented
with food. After conditioning, the ringing
of the bell (c0nditioned stimulus) alone
produced salivation (conditioned response).
This is classical conditioning.
EDWARD L THORNDIKE
Connectionism Theory gave us the
original S-R framework of behavioral
psychology. More than a hundred
years ago he wrote a textbook entitled,
Educational Psychology. He explained
that learning is the result of
associations forming between stimuli
(S) and response (R) ®.
EDWARD L THORNDIKE
Such associations or “habits”
become strengthened or
weakened by the nature and
frequency of the S-R pairings. The
model for S-R theory was trial and
error learning in which certain
responses came to be repeated
more than others because of
rewards.
EDWARD L THORNDIKE
Connectionism Theory states that learning
has taken place when a strong connection or
bond between stimulus and response is
formed.
He came up with three (3) primary laws:
1. Law of Effect.
2. Law of Exercise
3. Law of Readiness
BURRHUS FREDERICK
SKINNER
OPERANT CONDITIONING is based upon the
notion that learning is a result of change in
overt behavior. Changes in behavior are the
result of an individual’s response to events
(stimuli) that occur in the environment . A
response produces a consequence such as
defining a word, hitting a ball, or solving a math
problem. When a particular Stimulus-Response
(S-R) pattern is reinforced (rewarded), the
individual is conditioned to respond.
IMPLICATIONS OF OPERANT
CONDITIONING
(For programmed instruction)
1. Practice should take the form of
question (stimulus)-answer
(response) frames which expose
the student to the subject in
gradual steps.
2. Require that the learner makes a
response for every frame and
receives immediate feedback.
IMPLICATIONS OF OPERANT
CONDITIONING
(For programmed instruction)
3. Try to arrange the difficulty of the
questions so the response is always
correct and hence, a positive
reinforcement.
4. Ensure that good performance in
the lesson is paired with secondary
reinforcers such as verbal praise,
prizes, and good grades.
PRINCIPLES DERIVED FROM
SKINNER’S OPERANT CONDITIONING
1. Behavior that is positively
reinforced will reoccur;
intermittent reinforcement is
particularly effective.
2. Information should be
presented in small amounts so
that responses can be
reinforced (“shaping”)
PRINCIPLES DERIVED FROM
SKINNER’S OPERANT CONDITIONING
3. Reinforcements will
generalize across similar
stimuli (“stimulus
generalization”) producing
secondary conditioning.
Activity
Think of a teacher that’s most
unforgettable to you, what kind of
rewards and punishments did she/he
apply in your class? For what student
behaviors were the rewards and
punishment for?
Activity
Student Behavior Reward/Punishment
1
2
3
4

Were the rewards and punishments

given effective?