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• Cover Page
• Title Page
• Copyright Page
• Dedication
• Contents
• Preface
• Part I A Framework for Health Education
• 1 Overview of the Miller–Stoeckel Client Education Model
• Introduction
• Purposes and Goals of Health Education
• The Miller–Stoeckel Client Education Model
• Nurse as Educator
• Client as Learner
• Nurse–Client Relationship
• Client Education Outcomes
• Definitions
• Context for Health Education
• Summary
• Part II The Learning Process
• 2 Thinking and Learning
• Introduction
• Domains of Learning
• Thinking
• Ways of Thinking
• Reflecting on Your Thinking
• Promoting Thinking in Clients
• Styles of Thinking and Learning
• Summary
• 3 Theories and Principles of Learning
• Introduction
• Value of Theory
• Theories of Learning
• Behavioral Views of Learning
• Cognitive Views of Learning
• Social Cognitive View of Learning
• Principles of Learning
• Summary
• Part III Assessment for Health Education
• 4 Learner and Setting Assessment
• Introduction
• Psychological Factors
• Biological Factors
• Social Factors
• Intellectual Factors
• Environmental Factors
• Summary
• 5 Child Learner
• Introduction
• Biologic Characteristics, Psychosocial Stages, and Developmental Tasks
• Implications for Health Education
• Orientation to Learning
• Pedagogy
• Educating Clients with Disabilities
• Educating Families
• Educating Groups and Communities
• Educating Health Team Members
• Summary
• 6 Adult Learner
• Introduction
• Biologic Characteristics, Psychosocial Stages, and Developmental Tasks
• Implications for Health Education
• Orientation to Learning
• Andragogy
• Experiential Learning
• Educating Clients with Disabilities
• Educating Families
• Educating Groups and Communities
• Educating Health Team Members
• Summary
• 7 Older Learner
• Introduction
• Ageism
• Psychosocial Stages, Developmental Tasks, and Physiologic Changes of Late Adulthood
• Implications for Health Education
• Ethnic Elderly
• Educating Clients with Disabilities
• Educating Families
• Educating Groups and Communities
• Educating Health Team Members
• Summary
• 8 Culturally Diverse Learner
• Introduction
• Characteristics of Culturally Diverse Learners
• Cultural Competence and Cultural Humility
• Culturally Congruent Client Education
• Culturally Specific Client Assessments and Concerns
• Cross-Cultural Communication
• Linguistically and Culturally Appropriate Teaching Strategies and Instructional Materials
• Summary
• 9 Nurse Educator as Learner
• Introduction
• Overview of the Continuum of Learning
• Role of the Nurse as Educator
• Advanced Role of Nurse as Educator
• Nurse Educators in the Academic Environment
• Nurse Educators in the Practice Environment
• Becoming an Effective Nurse Educator
• Lifelong Learning
• Summary
• Part IV Planning and Implementing Client Education
• 10 Client Education Plan
• Introduction
• Client Education Plan
• Mission
• Goals
• Learning Outcomes
• Learning Objectives
• Selection of Content
• Selection of Evaluation Methods
• Case Example: Mrs. Rosa Lopez
• Summary
• 11 Teaching Strategies
• Introduction
• Types of Teaching Strategies
• Teacher-Directed Strategies
• Teacher-Facilitated Strategies
• Learner-Directed Strategies
• Selecting the Right Teaching Strategy
• Case Example: Mrs. Rosa Lopez
• Summary
• 12 Instructional Materials
• Introduction
• Health Literacy
• Types of Instructional Materials
• Printed Materials
• Multimedia
• Internet and World Wide Web
• Selecting Instructional Materials
• Clients with Disabilities
• Evaluating Effectiveness of Instructional Materials
• Copyright Issues in Using Instructional Materials
• Summary
• Part V Client Education Outcomes
• 13 Formative Evaluation
• Introduction
• Evaluation
• Formative Evaluation: Evaluation of the Client Education Plan
• Formative Evaluation: Evaluation of the Learning Environment
• Formative Evaluation: Evaluation of the Nurse–Client Interaction
• Case Example: Mrs. Rosa Lopez
• Summary
• 14 Summative Evaluation
• Introduction
• Summative Evaluation: Evaluation of Client Learning
• Summative Evaluation: Evaluation of Educational Effectiveness
• Summative Evaluation: Evaluation of Integration of Learning into Daily Living
• Case Example: Mrs. Rosa Lopez
• Summary
• 15 Application of the Miller–Stoeckel Client Education Model
• Introduction
• Overview of the Miller–Stoeckel Client Education Model
• Conceptual and Theoretical Support
• Definition of Major and Embedded Concepts in the Model
• Propositions of the Model
• Assumptions of the Model
• Application of the Model
• Summary
• Appendix: Physical Changes Associated with Aging by System
• Index