Introduction
Managing one’s capabilities is based on understanding the real capacity, knowledge, and experience needed to perform tasks and assignments. It is critical for public health professionals not only to memorize and use the material but also to be able to pass it on to patients–to educate them. The pedagogical skills of public health employees consist of developing a commitment to self-learning and teaching others. Employees must build self-efficacy in themselves and their mentees to achieve the best possible outcome.
Main Body
Organizing self-care and care learning processes is one of the essential tasks of public health staff. By building their pedagogical skills, they can create effective care plans and define collective learning processes to improve health quality. Self-efficacy is a trait that defines a person’s attitude toward a problem and how they deal with it. Healthcare providers need to develop this trait to find a personalized approach and guide the individual toward gradual integration into the educational process, noting indicators of success.
Additionally, self-efficacy is closely related to the expression of emotions, so developing this skill will allow one to manage their emotional resilience to barriers to learning (Hayat et al., 2020). Healthcare staff must have in-depth knowledge in understanding the principles of skill formation in others because it determines the success of their work as a whole – not only to give information but also to teach how to act on it.
Conclusion
Thus, the teaching skills of public health personnel require considerable effort and development to facilitate learning processes among patients and the general population. Skill-building and self-efficacy are leading characteristics of the work of the employee and their mentees. This is because skills directly affect a person’s attitude and ability to solve a problem. The task of the medical staff is to teach the population to develop this trait and to strive to learn self-care.
Reference
Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: A structural equation model. BMC medical education, 20(1), 76. Web.