Nies: Community/Public Health Nursing, 6th Edition
Chapter 08: Community Health Education
Resource Tools
Resource Tool 8A: Learning Theories and Their Relationship to Health Education
Learning Theories and Their Relationship to Health Education
Learning Characteristics
Theory
Cognitive or Learners are active
Gestalt processors of information.
learning The way learners perceive
Lewin, Piaget, behaviors, the way they
and present perceptions, and
Wertheimer the relationship of their
(aids in perception to the past
developing determines behaviors.
high-quality Learners are influenced by
insights) past experiences. A search
for underlying meanings,
emotions, beliefs, and past
influences is considered.
Thinking is reflective.
Learners interact with
their environment on an
ongoing basis.
Learners make choices
based on their own
interpretations.
Learners may perceive
health messages
differently in different
environments.
The environment may not
correspond with reality.
The whole is more
important than individual
pieces.
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
Application to Example
Health Education
Nurses need to Student nurse Bill Driver
recognize that new works with individuals
insights can (survivors) whose family
reorganize members were murder
perceptions and victims. He designed a
thoughts. support group based on their
Consider earlier previous experiences,
learning considering their
experiences. developmental stages and
Recognize that the social-family roles. He was
nurses’ perceptions aware that such devastating
may differ vastly experiences are likely to
from those of change the families’
individuals, perceptions of themselves
families, groups, and their relationships with
and community. their family and community.
Organize learning Bill led the support group’s
to match the discussion to help members
group’s gain insight and
developmental understanding about the
stage or earlier changes and emotions they
experiences. were experiencing.
Organize pieces of
information in
meaningful ways.
Recognize that the
environment,
individuals, and
groups are
interacting
constantly and
perceptions may
change.
Resource Tools 8A-2

Humanistic Emphasis is placed Nurses Nursing student Kate Winer

Maslow and on the learner’s consider the conducts a health
Rogers beliefs and emotions, hierarchy of assessment with a woman
(focuses on and on behavior needs (for seeking care at a homeless
emotions) observations. individuals, shelter. During planning,
Places value on families, or Kate attempted to enroll
what is learned in groups). the patient in a free
the learning Recognize that cholesterol screening that
process. lower order needs other students were
Values affective should be offering. Although well-
learning and self- met first. intentioned, Kate soon
expression. Learners Assist patients, realizes that her priorities
are more families, and are inconsistent with the
self-directed community woman’s priorities. The
when the teacher groups in their woman tells the student, “I
is warm, learning. know you want to help
accepting, and Administer me, but I am more worried
empathic to the warm, about my two sick
learner’s thoughts and confident, children and getting them
emotions. compassionate food and a warm bed than
Unconscious thoughts nursing care. trying to get here for your
and experiences shape screening!”
inner nature. The nursing student’s
The uniqueness priorities shift to planning
of the individual nursing care directed at
is valuable meeting the lower (but
(learner-centered most important needs at
education). this time) of Maslow’s
Individuals and hierarchy.
groups do what is
congruent with their
needs. Lower needs
must be met before
higher
needs are realized
(i.e., from low to
high:
physiological,
safety-security, love,
affection,
belongingness,
esteem, and
self-actualization).

Based on data from Bandura, 1977b; Bigge, 1997; Lewin, 1938; Maslow, 1970; Pavlov, 1957;
Piaget, 1980; Rogers, 1989; Skinner, 1974; Thorndike, 1969; Wertheimer, 1959.
Continued

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
Resource Tools 8A-3

Learning Theories and Their Relationship to Health Education - cont’d

Learning Characteristics Application to Example
Theory Health Education
Behavioral People often learn in a Nurses create methods Within a community-based
(i.e., S-R) structured yet to provide immediate nursing center, an interactive video
Pavlov, systematic way. feedback to patients module on nutrition helps mothers
Thordike, and Learning is based in and groups. learn to select and identify healthy
Skinner (i.e., conditioning or Involve patients in foods and offers tips on economical
promotes reinforcement. perceptual learning food preparations. The computerized
acquisition of S- Observable data are features (i.e., seeing program provides an organized
R responses) the most relevant and hearing). method of presenting information
for patients. Help individuals, and providing
Learning is families, and groups immediate feedback about the
enhanced when make connections nutritive value of the users’
connections are between ideas. Change selections.
used to link S-R. or eliminate antecedent
Connections are events.
strengthened when
patients use them
often and weakened
when they used them
infrequently. Patients
are more likely to
repeat rewarded
actions.
Social Four main sources The nurse should Based on needs assessment, a
Learning influence learning: provide links for group of parish nurses implemented
Bandura (i.e., 1. Personal mastery individuals, families, a fitness program for senior men at
aims to 2. Vicarious and groups to others their church. The educational
explain experience with similar health program provided general fitness
behavior and 3. Persuasion education needs. Offer information through nurse-led
facilitate 4. Physiological educational materials discussions, brochures, and videos to
learning) feedback and media that convey gain mastery of the topic. A light
Theory is learner- information or snack and conversation period
centered. enhance allowed the men to share information
Enhanced self-confidence about their experiences. A walking
self-confidence and (e.g., brochures or program provided 30 minutes of
self-efficacy can leadaudiocassettes). physiological feedback while they
to desired behaviors Involve patients in gained fitness (e.g., less stiffness,
and outcome. planning. pulse change, and overall vitality).
Coach patients in
building skills and
achieving goals.
Provide a role model
network.
Create interventions
that enhance
self-confidence.
Based on data from Bandura, 1977b; Bigge, 1997; Lewin, 1938; Maslow, 1970; Pavlov, 1957;
Piaget, 1980; Rogers, 1989; Skinner, 1974; Thorndike, 1969; Wertheimer, 1959.

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.