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Formulate health education plan for the client’s specific learning needs.
Differentiate goals and objectives.
Distinguish the three domains of learning.
Write behavioral objectives correctly.
Develop a health education plan for a specific client.
Use teaching methods appropriate for the instruction of clients.
Recognize the role of the nurse educator in developing objectives for planning, implementation and evaluation of
teaching and learning.
Elements
Objectives
Strategies and Methodologies
Resources
Evaluation
EDUCATION
Is a systematic, sequential, logical, scientifically based, planned course of action consisting of teaching and learning
(Bastable)
A cycle that involves a teacher and a learner
a teaching-learning process occurs before the lesson starts and continues after the last lesson ends.
STEPS IN EDUCATION PROCESS
1. Assessment:
2. Planning
Process which provides the nurse educator
Organized written presentation of what
with information regarding the learner’s
the learner needs to learn and how the
knowledge and skills needed to efficiently
nurse educator will initiate the teaching
and effectively transfer knowledge and
process
skills to the learners
Includes culturally-relevant skills, learning
Refers to gathering of data about the
goals, type of teaching-learning setting,
learner’s demographic profile, skills and
timeline and specific sets of learners
abilities needed in identifying the most
activities
appropriate teaching strategy
STEPS IN EDUCATION PROCESS
1. Course objectives:
State clearly the desired outcome; objectives must be student centered and
focused on terminal behavior desired to be achieved
2. Related to previous work
The plan should relate each class session to the previous work of the course
which serves as a basis for coherence, consistency and continuity in presenting the
subject matter
3. Selection and organization of the subject matter
OBJECTIVES
TYPES OF OBJECTIVES:
Educational objectives: used to identify the intended outcomes of the education
process, whether referring to an aspect of a program or a total program of study, that
guide the design of curriculum units.
Instructional objectives: describe the teaching activities, specific content areas, and
resources used to facilitate effective instruction
Behavioral objectives: also known as “Learning objectives” use of the modifier behavioral
or learning objectives to denote that this type of objective is action oriented rather than
content oriented, learner centered rather than teacher centered, and short-term
outcome focused rather than process focused.
Describes precisely what the learner will be able to do following a learning situation
CHARACTERISTICS OF GOAL
AND OBJECTIVE
Goal:
Objective:
Is the final outcome to be achieved at the
end of the teaching and learning process Specific, single, concrete, one-
Commonly referred as learning outcomes dimensional behavior
Broad in nature, long-term target Short-term and should be achieved at
Desired outcomes of learning that
the end of one teaching session, or
realistically can be achieved usually in few shortly after several teaching sessions
days, weeks or months. Intended result of instruction
Considered as multidimensional because a
number of objectives are subsumed into the
overall goal
WRITING BEHAVIORAL OBJECTIVES AND GOALS
Characteristics:
1. Performance:
describes what the learner is expected to be able to do to demonstrate the kinds of behaviors the
teacher will accept as evidence that objectives has been achieved.
2. Condition:
describes the situations under which the behavior will be observed or the performance will be
expected to occur
3. Criterion:
describes how well, with what accuracy, or within what time frame the learner must be able to perform
the behavior so as to be considered competent
Key questions:
1. What should the learner be able to do?
2. Under which condition should the learner be able to do it?
3. How well must the learner be able to do it?
Behavioral objectives are statements that communicate who will do what under which conditions and how well, how much, or
when (Cummings, 1994)
ABCD Rule (Smaldino, Lowther, and Russell, 2012)
A – Audience (who)
B – Behavior (what)
C – Condition (under which circumstance)
D – Degree (How well, to what extent, within what time frame)
EXAMPLE
Using a model The students Will demonstrate The correct procedure for
NGT insertion
After watching a video The caregiver Will select High-protein foods for the
patient with 100% accuracy
Following health teaching The patient Will list At least three importance
of good nutrition
Writing SMART OBJECTIVES
MEASURABLE Quantify or qualify objectives by including numeric, cost, or percentage amounts of the
degree/level of mastery expected
Affective: Growth
Known as the feeling domain
in feelings Involves an increasing internalization or commitment to feelings
(Attitude) expressed as emotions, interests, beliefs, attitudes, values, and
appreciation
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COGNITIVE DOMAIN
WHY IS BLOOM’S TAXONOMY IMPORTANT?
Define Order
Describe Quote
Recall
Duplicate
Recognize
Identify
Relate
Label Repeat
List Reproduce
Memorize
COMPREHENSION
UNDERSTANDING
Understand information
Grasp meaning
Translate knowledge into new content
Interpret facts, compare, contrast
Order, group, infer causes
Predict consequences
COMPREHENSION
UNDERSTANDING
Classify
Locate
Describe
Recognize
Discuss
Report
Explain
Restate
Express
Review
Identify
Select
Indicate
Translate
APPLICATION USING
Use information
Use methods, concepts, theories in new situations
Solve problems using required skills or knowledge
APPLICATION USING
Apply Operate
Choose Practice
Demonstrate Schedule
Dramatize Sketch
Employ Solve
Illustrate Use
Interpret Write
ANALYSIS
TAKING APART
Recognition of patterns
Organization of parts
Discovery of hidden meanings
Identification of components
ANALYSIS
TAKING APART
Analyze Differentiate
Appraise Discriminate
Calculate Distinguish
Categorize Examine
Compare Experiment
Contrast Question
Criticize Test
SYNTHESIS
PUTTING TOGETHER
Appraise Judge
Argue Predict
Assess Rate
Attach Select
Choose Support
Compare Value
Defend Evaluate
Estimate Explain
TAXONOMY OF EDUCATIONAL OBJECTIVES:
AFFECTIVE DOMAIN
1. Receiving 3. Valuing
a. Differentiate a. Assist, help, support
b. Separate b. Specify, relinquish
c. Select c. Argue, debate
d. Combine 4. Organization
e. Accept a. Discuss, compare
2. Responding b. Organize, define, formulate
a. Follow 5. Characterization
b. Approve a. Manage, resolve, resist
c. Discuss
Teaching methods most commonly used
Affective questioning
Case study
Role playing
Simulation
Group discussion
TAXONOMY OF EDUCATIONAL OBJECTIVES:
PSYCHOMOTOR DOMAIN
DEVELOPMENT OF TEACHING PLANS
Teaching plan is a blueprint to achieve the goal and the objectives that have been
developed
Major reasons why teaching plan is developed:
a. To direct the teacher to look at the relationship between each of the steps of the
teaching process to make sure that there is a logical approach to teaching
b. To communicate in writing exactly what is being taught, how it is being taught and
evaluated, and the time allotted to meet each of the behavioral objectives.
c. To legally document that an individual plan for each learner is in place and is
being properly implemented.
BASIC ELEMENTS OF TEACHING PLAN
6. The method/s of teaching should be appropriate for the information being taught,
the learners, and the setting
7. The amount of time of each teaching objective also must be specified (A teaching
session should be no more than 15 – 20 minutes in length and certainly no more
than 30 minutes
8. The resources should match the content and support the teaching method/s
9. The method/s of evaluation should relate the domains of each objective and validate
whether the goal has been met
REFERENCES
Main Reference:
Bastable, Susan B. 2019. Nurse as Educator principle of Teaching and Learning for Nursing Practice 5th edition. Jones and
Barlett Learning, LLC : Burlington Massachusettes
Additional Resources:
Castro, Cecilia E. 2011. Health Education for Nursing and Other Allied Professions (with Teaching Strategies
and Principles of Teaching and Learning) Text-Workbook 1st edition. Educational Publishing House: Manila
Tan, Crestita B. 2017. The Nurse as Health Educator Concepts, principles and Strategies in Teaching Text and Workbook 2nd
edition. APD Educational Publishing House: Manila