Evaluation

of Client
Teaching
Plan
Module 10
 Health Teaching Plan
Definition
A blueprint to achieve the goal
and the objectives that have
been developed.
 Purpose

 To direct the teacher to look at the relationship

between each of the step of teaching process to make
sure that there is a logical approach to teaching.

 To communicate in writing exactly of what is being

taught, how it is taught and evaluated and the time
allotted to meet each of the behavioral objectives.

 To legally document that an individual plan for each

learner is in place and is being properly implemented.
 Evaluation, the last phase of the teaching process, is the ongoing
appraisal of the patient's learning progress during and after teaching. ...
Observe return demonstrations to see whether the patient has learned
the necessary psychomotor skills for a task. Ask the patient to restate
instructions in his or her own words.

 Teaching patients is an important aspect of nursing care. Whether

teaching a new mom how to bathe a newborn baby or instructing an adult
who is living with a chronic heart disease, a successful outcome depends
on the quality of the nurse’s instruction and support.
 Five strategies for success of a health teaching
1. Take advantage of technology.
 Technology has made patient education materials more accessible.
 Educational resources can be customized and printed out for
patients with the touch of a button.
 Make sure the patient’s individualized needs are addressed.
 Don't simply hand the patient a stack of papers to read.
 Review them with patients to ensure they understand the
instructions.
 Answer questions that arise. Some resources are available in
several languages.
2. Determine the patient’s learning style.

 Similar information may be provided by a range of

techniques.
 providing education using different modalities reinforces
teaching.
 Patients have different learning styles.
 Find out if your patient learns best by watching a DVD or
by reading.
 A hands – on approach where the patient gets to perform
a procedure with your guidance is often the best method.
3. Stimulate the patient’s interest.
It's essential that patients understand why this is
important.  
 Establish rapport,
 ask and answer questions, and
 consider specific patient concerns.
For example:
some patients may want detailed information about
every aspect of their health condition. Others may
want just the facts, and do better with a simple
checklist.
4. Consider the patient’s limitations and
strengths.
Does the patient have physical, mental, or emotional impairments that
impact the ability to learn?
For example:
 they may need large print materials.
 If the patient is hearing impaired, use visual materials and hands on
methods instead of simply providing verbal instruction.
 Always have patients explain what you taught them. Often people will
nod “yes” or say that they comprehend what is taught even if they
have not really heard or understood.
 Consider factors such as fatigue and the shock of learning a critical
diagnosis when educating patients.
5. Include family members.
 Involving family members in patient teaching
improves the chances that your instructions
will be followed.
 In many cases, you will be providing most of
the instruction to family members.
 Families play a critical role in health care
management.
 Tips to improve patient education
• Delegate more responsibilities to support staff and be more focused on patient education.
• Begin educating patients with every encounter from admission.
• Find out what the patient already knows. Correct any misinformation.
• Feed patients information in layman’s terms. Utilize visual aids as often as possible.
• Question their understanding of the care, and plan for the next lesson.
• Use return demonstration when administering care. Involve the patient from the very first
treatment.
• Ask the patient to tell you how they would explain (step-by-step) their disease or treatment to
their loved one.
• Make sure the patient understands the medications as you administer them. Make sure they
understand how and when to refill medications.
• Provide patients with information about signs and symptoms of their condition that will require
immediate attention.
 Eight (8) Basic Elements of a
Teaching Plan
1.Purpose ( Ryan & Marinelli,1990)

2.Statement of 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 the teaching 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.
 Template of Health Teaching Plan

Objectives Content Methodology / Evaluation

materials used
General
Objectives:

Specific
Objective:
 Sample of Health Teaching Plan
Objectives Content Methodology / Evaluation
materials used

General
Objectives:

To provide mothers
of male newborns
with the
information
necessary to
perform post
circumcision care.

The mother will

independently
manage post
circumcision care
for her baby.
 Objective Content Methodology/ Evaluation
materials used
Specific Objective:
After 20 – minute
teaching session,
the mother will be
able to:
1. demonstrate A. Definition of Demonstration – Observation of
procedure for circumcision return return
post demonstration demonstration
circumcision B. Circumcision
care with each care (Materials)
diaper change 1. Washing penis Written/pictorial
( psychomotor 2. Applying flip chart
domain) petroleum jelly Wash cloth
and gauze Warm water
3. Diapering baby Petroleum jelly
Gauze
diaper
 Objectives Content Methodology / Evaluation
materials used
2. Identify three A. Post Discussion
(3) reasons to call circumcision
the doctor or complications Written/ flip chart Post test
nurse 1. Bleeding
2. Weak or
(cognitive absence of
domain) stream of urine
3. Drainage
4. Swollen penis
5. Baby acts sick
or more fussy
than expected Discussion Question and
answer
3. Express any White board
concerns about A. Summarize
circumcision care common
concerns
(affective B. Explore
domain) feelings
 Play therapy
 A form of counselling or psychotherapy in which play is used as a means of helping children express
or communicate their feelings.
 It is a method of therapy that uses play to uncover and deal with psychological issues. It can be used
on its own, particularly with children, or along with other therapies and medications. To get the most
out of play therapy, look for a licensed mental health professional experienced in this type of therapy.
 Play therapy is a form of treatment that helps children and families to express their emotions, improve
their communication, and solve problems. Play therapy capitalizes on children's natural ability to
express their feelings and resolve conflicts through play.
 As a play therapist you'll help children (usually aged 3 to 11, but occasionally adolescents) and their
families work through difficult life issues and experiences, including: abuse and neglect. bereavement.
depression and anxiety.
 In play therapy the emphasis is on the child and what is best for them. The therapy is child led,
giving the child autonomy to take control back over their life and resolve whatever is causing distress
to them, at their own pace, and through a medium which is comfortable, natural and familiar
some of the potential benefits of play therapy are:

 taking more responsibility for certain behaviors

 developing coping strategies and creative problem-solving skills
 self-respect
 empathy and respect for others
 alleviation of anxiety
 learning to fully experience and express feelings
 stronger social skills
 stronger family relationships
 Play Therapy
Objectives Type of play Methodology Evaluation
General
Objective:

Specific
Objective