HEALTH EDUCATION -Statements that inform the learner of what is

Planning Conducting Classes expected from cognitive, affective, and

psychomotor perspective prior to meeting the goal.
Learning Objectives: -Example: After 5 minutes of discussion, Mr. Harry
After completing Chapter 10 and handouts the students will be able Roque was able to define hypertension using his
to: own words.
II. Writing Behavioral Objectives and Goals
1. Differentiate between the terms goals and objectives. -3 Characteristics (Mager, 1997)
2. Write behavioral objectives accurately and concisely using 1. Performance. Describes what the learner is expected
the four components of condition, performance, criterion, to be able to do to demonstrate the kinds of behaviors
and who will do the plan. the teacher will accept as evidence that objectives have
3. Distinguish among the three domains of learning: cognitive, been achieved.
affective, and psychomotor. 2. Condition. Describes the situations under which the
4. Explain the teaching methods appropriate for instruction in behavior will be observed or the performance will be
each domain. expected to occur.
5. Develop teaching plans that reflect internal consistency 3. Criterion. Describes how well, with what accuracy,
or within what time frame the learner must be able to
between elements.
perform the behavior so as to be considered
6. Design a course outline/syllabus.
competent.
☺ An easy way to remember:
I. Characteristics of Goal and Objectives Audience (Who) Behavior (What) Condition (under
 Goal is the final outcome to be achieved at the end what circumstance) Degree (within what time frame)
of the teaching and learning process. -Example:
-The desired outcomes of learning that realistically Condition Audience Behavior Degree
can be achieved usually in a few days, weeks, or (Circumstance) (Identify (Learner (Criterion reflecting
months. who is Performance) quantity/quality of
the mastery)
-Example: After one month of nursing intervention,
learner)
Mr. Harry Roque learned to manage his
Using a model The staff will The correct
hypertension. nurse demonstrate procedure for
 Objectives is specific, single, concrete, one- taking blood
dimensional behavior. pressure
-SMART (Specific, Measurable, Attainable, Realistic,
Time bound) III. Taxonomy of Objectives According to Learning
Domains

Prepared by: DR. JUDITH J. SUGAY

  Cognitive domain is known as the “thinking”
domain.
-Learning in this domain involves acquiring
information and addressing the development of the
learner’s intellectual abilities, mental capacities,
understanding, and thinking process (Eggen &
Kauchak, 2012).
-6 Levels of Objectives in Cognitive Domain
1. Knowledge – Ability of the learner to
memorize, recall, define, recognize, or identify
specific information.
2. Comprehension – Ability of the learner to
demonstrate and understanding of what is being
communicated by recognizing it I a translated form,
such as grasping an idea, or summarizing in his own
words.
3. Application-Ability of the learner to sue ideas,
principles, abstractions, or theories in specific
situations such as writing, reading, handling
equipment.
4. Analysis – Ability of the learner to recognize
and structure information by breaking it down into
separate parts.
5. Synthesis-Ability of the learner to put together
parts into unified whole by creating a unique
product that is written, oral, or in picture form.
6. Evaluation-Ability of the learner to judge the
value of something by applying appropriate criteria
(knowledge, comprehension, application, analysis,
and synthesis).
-Teaching Methods
- Lecture
Prepared by: DR. JUDITH J. SUGAY
- Group discussion
- One-to-one instruction
- Self-instruction activities
 Affective domain is known as the “feeling” domain.
-It involves an increasing internalization or
commitment to feelings expressed as emotions,
interest, beliefs, attitudes, values, and
appreciations.
-Levels of Behavioral Objectives
1. Receiving level – the ability of the lerner to show
awareness of an idea or situation in the
environment.
2. Responding level – ability of the learner to
respond to an experience, at first obediently and
later willingly and with satisfaction.
3. Valuing level-ability of the learner to accept the
worth of a theory, idea, or event demonstrating
sufficient commitment or preference to an
experience that is perceived as having value.
4. Organization level-ability of the learner to
organize, classify, and prioritize values by
integrating new value into a general set of values to
determine interrelationships of values.
5. Characterization level-ability of the learner to
display adherence to a total philosophy, showing
firm commitment to the values by generating
certain experiences into a value system.
-Teaching Methods
- Role model
- Role play
- Simulation
- Playing
 - Gaming
- Questioning
- Case studies
- Group discussion
 Psychomotor Domain is known as the “skills”
domain
-Learning involves acquiring fine gross motor
abilities.
-Levels of Psychomotor Domain
- Perception level – ability of the learner to
show sensory awareness if objects.
- Set level- ability of the learner to exhibit
readiness to take a certain kind of action as
expression of willingness to performing the
action.
- Guided Response level –ability of the
learner to exert effort over via overt actions
under the guidance of an instructor to imitate
an observed behavior with conscious
awareness of effort.
- Mechanism level- ability of the learner to
repeatedly perform steps of a desired skill
with a certain degree of confidence indicating
mastery to the extent that some or all of the
aspects of the process become habitual.
- Complex Overt Response-ability of the
learner to automatically perform complex
motor act with independence and a high
degree of skill, without hesitation and with
minimum expenditure of time and energy.
-Adaptation level-ability of the learner to
modify or adapt a motor process to suit the
individual or various situations.
Prepared by: DR. JUDITH J. SUGAY
-Origination level – ability of the learner to
create new motor acts as a result of an
understanding of a skill and a developed
ability to perform skills.
-Teaching Methods
- Demonstration
- Return Demonstration
- Simulation
- Self-instruction
IV. Teaching Plan is a blueprint to achieve the goal and the
objectives that have been developed.
-Purposes
1. To direct the teacher to look at the relationship
between each of the steps of the teaching process.
2. To communicate in writing what has been
taught, how it is being taught and evaluated.
3. To legally document that an individual plan for
each learner is in place and properly implemented.
- Basic Elements
1. Purpose (why of the educational session)
2. Goal (overall)
3. List of Objectives (SMART)
4. Outline of the Content to be covered in the
teaching session (depends on the complexity of
subject matter)
5. Instructional method(s)
(materials,tools,equipment)
6. Time allotted for teaching the objective
7. Instructional resources (should match the
content)
 8. Method(s) used to evaluate learning ( - Conducting the Class
appropriate with the type of domain taught) A. First Meeting
- Introduction of the Nurse Educator
( *see example on p447) - Welcome the class
V. Course Outline and Conduct of Class -- Establish rapport “ Getting to know”
Course Outline – also known as syllabus helps learner to - Give the class a general idea/expectations
determine what is to be learned and what is expected - Discuss classroom policies
of them. - End the class by giving them something to look
It includes: forward for the rest of the course.
1. Name of the course - Subsequent Classes
2. Name of the instructor -Begin by gaining and controlling the attention of the
3. One paragraph course description learners.
4. List of course objectives -Assess the learners to determine their backgrounds
5. Topical outline and how much they already know about the content
6. Teaching methods to be used of the course
7. Textbooks or other readings
8. Methods of evaluation
- Factors affecting Choice of Teaching Method: Reference:
-The objectives and type of learning to achieve
-Course content Bastable S., (2019) Nurse as Educator. Principles of
-The abilities and interests of the teacher Teaching and Learning for Nursing Practice, 5th ed. Jones
-Compatibility between teachers and teaching & Bartkett Learning, LLCC.
method and compatibility between learners and
teaching method
- Number of people in the class Prepared by :
- Resources of the institution
Dr. Judith J. Sugay
- Guidelines in Choosing textbooks jsugay@feu.edu.ph
- Evaluate the content, scope and quality.
- Credibility of authorship
-Format
- Other concerns(quality of print, cost)

Prepared by: DR. JUDITH J. SUGAY