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DEVELOPING A HEALTH EDUCATION PLAN

TOPIC LEARNING OUTCOMES

 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 an interactive process of imparting knowledge through sharing, explaining, clarifying


and synthesizing the substantive content of the learning process in order to arrive at
a positive judgment and well-developed wisdom and behavior (Kozier)

 An application of several teaching and learning principles which compromise a body


of knowledge and research findings ultimately meant to result in the formation of
expected behavior of an individual (Heidgerken)
TEACHING

 Is the process of providing learning materials. Activities, situations, and experiences


that enable the clients or learners to acquire knowledge, attitudes, values and skills in
order to facilitate self-reliant behavior.
PATIENT TEACHING

 Is a basic function of nursing, the concept of patient teaching is perceived as a legal


and moral requirement of licensed nursing personnel and defined as a system of
activities intended to produce learning and change in client health behavior (Nursing
Fundamentals)
EDUCATION PROCESS

 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

3. Implementation and Application of the


4. Evaluation
Teaching Plan
 The measurement of the teaching-
 Includes procedures or techniques and
learning performance of both the
strategies which the teacher will use in
teacher and the learner
implementing the plan.
 It is objective and constructive in
 The point where theoretical and
relation to creating effective change in
practical aspects of teaching-learning
the behavior of the teacher and learner
process meet as the teacher applies the
in terms of input, process, and output
plan
DIFFERENCE BETWEEN THE EDUCATION PROCESS AND NURSING
PROCESS

 Education process focuses on planning


 Nursing process focuses on planning
and implementation of teaching based
and implementation of care based on
on assessment and prioritization of the
assessment and diagnosis of the physical
learner’s needs, readiness to learn and
and psychosocial needs of a patient
learning styles
THE PLANNING SEQUENCE

I. Developing a course outline or syllabus


 Syllabus – is a plan of the entire course, a course outline and program
of study that an educator prepares before the actual health education
course begins.
 It is more extensive and detailed than teaching plan
 Contents of syllabus:
 Course code
 Course title
 Credits
 Course description
 Course requirements
 Name of the instructor
 Methods to be used
 Course objectives
 Outline of topics
 Textbook and reference materials
 Methods of evaluation
II. Formulate the Objectives
III. Selecting content
 Factors to be considered:
1. The course objectives serve as the compass which will guide the teacher with
the topics, subtopics, approaches and strategies as well as the course
requirements and materials to be used.
2. Time to be allotted for each topic
3. Avoid cramming too much information and details
4. Give time for questions or interactive discussions
IV Selecting teaching methods
 Factors affecting the choice of teaching methods:
1. The method will depend on the objectives and type of learning
2. Methodology is influenced by course content
3. Teaching strategy depend on the abilities and interests of the teacher
4. Take into consideration the learning needs and learning styles of the students when
choosing teaching methods and strategies
5. Teaching methods depends also on the number of students in class
V. Choosing a textbook/references
VI. Conducting the class
STEPS IN WRITING A HEALTH EDUCATION PLAN

1. Assess the learning needs


1. What are the characteristics and learning capabilities of the learner or client?
2. What needs have been identified and prioritized in terms of health promotion,
risk reduction and health problems?
3. What knowledge does he or she already have in relation to the subject matter?
4. Is the client motivated to change unhealthy behaviors?
ELEMENTS

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

 After 20-minute teaching session on relaxation techniques, Mrs. Cruz will


be able to identify three distinct techniques for lowering her stress level
The Four-Part Method of Objective Writing

Condition (circumstance or Audience (Identify who is Behavior (Learner Degree (Criterion


testing situation) the learner) performance) reflecting quality or
quantity of mastery)

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

SPECIFIC Be specific about what is to be achieved

MEASURABLE Quantify or qualify objectives by including numeric, cost, or percentage amounts of the
degree/level of mastery expected

ATTAINABLE Write attainable objectives

REALISTIC Resources must be available and accessible to achieve objectives

TIMELY Date when the objectives will be achieved


ANALYSIS OF COMPETENCIES BY
DOMAINS AND LEVEL OF LEARNING
 Taxonomy :
 Is a classification, categorization or arrangement of things based on their
relationship with one another
 Taxonomy of Educational Objectives:
 Is a tool for the systematic classification of behavioral objectives: cognitive,
affective, psychomotor
WHAT IS COMPETENCY?

 A combination of skills, knowledge and attitude that enables an individual to perform


a task to the standards required for successful job performance.
 Deals with "what is expected in the workplace."
 Emphasis on performing an actual job and not gaining knowledge or skills for
their own sake.
BLOOM’S DOMAINS OF LEARNING/COMPETENCIES

Cognitive: Mental Known as the thinking domain


skills (Knowledge) Involves acquiring information and addressing the development
of the learner’s intellectual abilities, mental capacities, understanding
and thinking processes

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

Psychomotor: Known as the skills domain


Manual/physical Involves acquiring fine and gross motor abilities .
•Created in 1954 skills (Skills)
Chapter 10 Bastable, S
BLOOM’S REVISED TAXONOMY
Comprehending the meaning
Higher Ordered Skills (HOTS)

Lower Ordered Skills (LOTS)

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COGNITIVE DOMAIN
WHY IS BLOOM’S TAXONOMY IMPORTANT?

1. All learning involves prior elements and stages


 Before we can understand a concept, we have to remember it
 Before we can apply the concept, we must understand it, etc.
2. Importance of analyzing prior knowledge
3. Focus on outcome, not tools
4. Knowledge based economy requires higher ordered thinking skills
BLOOM’S TAXONOMY
Competence Skills Demonstrated
Knowledge The recall of specific information

Comprehension Understanding of what was read

Application Converting abstract content to concrete


situations
Analysis Comparison and contrast of the content to
personal experiences
Synthesis Organization of thoughts, ideas, and information
from the content
Evaluation Judgment and evaluation of characters, actions,
outcomes, etc., for personal reflection and
understanding
KNOWLEDGE
MEMORIZATION

 Observation and recall of information


 Knowledge of dates, events, places
 Knowledge of major ideas
 Mastery of subject matter
KNOWLEDGE
MEMORIZATION
 Arrange  Name

 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

 Use old ideas to create new ones


 Generalize from given facts
 Relate knowledge from several areas
 Predict, draw conclusions
SYNTHESIS
THE ORGANIZATION OF THOUGHTS, IDEAS, AND INFORMATION FROM
THE CONTENT

 List the events of the story in sequence.


 Do you know any other stories about little girls or boys who escaped
from danger?
 Make a diorama of the bears’ house and the forest.
 Make a puppet out of one of the characters. Using the puppet, act out
his/her part of the story.
SYNTHESIS PUTTING TOGETHER
 Arrange  Formulate
 Assemble  Manage
 Collect  Organize
 Compose  Plan
 Construct  Prepare
 Create  Propose
 Design  Set up
 Develop  Write
EVALUATION
JUDGING

 Compare and discriminate between ideas


 Assess value of theories, presentations
 Make choices based on reasoned argument
 Verify value of evidence
 Recognize subjectivity
EVALUATION
JUDGING

 Appraise  Judge
 Argue  Predict
 Assess  Rate
 Attach  Select
 Choose  Support
 Compare  Value
 Defend  Evaluate
 Estimate  Explain
TAXONOMY OF EDUCATIONAL OBJECTIVES:
AFFECTIVE DOMAIN

Characterization by value or value concept


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

1. Purpose (the why of the educational session)


2. Statement of the overall goal
3. List of objectives
4. An outline of the content to be covered in the teaching session
5. Instructional method(s) used for teaching the related content
6. Time allotted for the teaching of each objective
7. Instructional resources (materials/tools and equipment) needed
8. Method(s) used to evaluate learning
CONSIDERATIONS WHEN FORMULATING A TEACHING PLAN

1. There should be internal consistency within the plan.


2. A decision needs to be made about what domains should be included.
3. The content, methods of teaching,, time allocation, resources and methods of
evaluation should be parallel with each objective and be appropriate in accomplishing
the domain of learning
4. The educator needs to be conscious and realistic in developing certain elements of a
teaching plan
5. The content outline depends on the complexity of the objective and how it relates
to the goal
CONSIDERATIONS WHEN FORMULATING A 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

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