Philosophy of Health Education
Health education is a teaching facet that
focuses on the promotion of health and the prevention of diseases. Often the
role of educating is ascribed to the health promoter such as a nurse. The
learner, in this case, is the client. For health education to take place,
various philosophies of the field have to be decoded.
Health education has an essential value as an
aspect of adequate healthcare. Health education cultivates the learner's
skills, know-how as well as the positive aspects when it comes to health. It
enhances mental, social and emotional health. Health education gives the
students motivation to maintain, improve their health, to reduce risky
behaviors and prevent diseases (Ramsay, 2012). The curricula give the students
instructions that will help the students learn skills that they will apply to
make decisions that are healthy. For the students to absorb high education,
they will have to be taught.
Exploring
the meaning of teaching is essential. The fundamental duty of the teacher is to
enable the student to learn. The learner needs to feed their curiosity, rather
than have regurgitated facts. Being able to understand learning, is a concept
that will always be valued. As such, the task of the teacher is as delicate as
well as demanding. Actual teaching does not require one to be authoritarian or
have an ego (Olson, 2012). Education means that learning has a role.
Learning
has a role in the human experience. In one’s life, learning equips them with
the essential skills that will enable them perform tasks as well as make
decisions (Ramsay, 2012). Learning gives one know how and enhances their
thinking capacity. The more the thinking
ability is improved, the more one becomes creative and innovative. One of the people
that ensure that learning takes place is a nurse.
A
nurse has a vital role as an educator. The nurse passes on information on
health education to the learner. To pass on information, the nurse must format
it in a manner that the student can digest (Olson, 2012). The nurse must create
an environment that is conducive to learning.
The education process will not only require the nurse to pass on
information but also motivate and assess the learner. For the nurse to play the
role of the educator, the client must play the role of the student.
The
primary role of the learner is to be open to new knowledge. The student must be
willing to explore their curiosity and absorb new information. For learning to
take place then the client must retain the information passed on, or learning
will not take place. The client must also be engaged in the learning process,
for instance by asking questions and seeking clarification (Ramsay, 2012).
There should be a proper relationship between the learner and the teacher.
An
ethical relationship should be between the student and the teacher. They have
to respect the ethical requirements of the profession. To add onto this, the
relationship has to be open, to enable communication between the two
parties. The teacher and the learner
should be able to respect each other (Olson, 2012). They need to set
appropriate boundaries that have to be maintained. If a healthy relationship is
maintained, them, the education process can have positive outcomes.
There
are several benefits attached to the results of the learning process. To begin
with, the client can be able to maintain a healthy lifestyle and make positive,
healthy choices. When knowledge is passed to the customer, the client can also
pass it on knowledge to others, which in turns makes the entire community
pro-health (Ramsay, 2012). The client will be in a position to avoid risky
behavior.
The comprehension of various philosophies of
the facet ensures that health education can be effective. The educator has to
comprehend the meaning of education and the role that each of the parties
plays. It is also essential for both of them to understand the nature of the
relationship, in addition to the benefits of health education. If each of the
parties has information on the field, it will boost health education.
References
Olson, C.
(2012). Where Is the Philosophy of the Continuing Education of Health
Professions Literature?. Journal Of Continuing Education In The Health
Professions, 32(2), 75-77. http://dx.doi.org/10.1002/chp.21128
Ramsay, M.
(2012). Leadership in Interprofessional Health Education and Practice. Nursing
Philosophy, 14(1), 64-65. http://dx.doi.org/10.1111/j.1466-769x.2011.00509.x
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