Health Education Plan

Patient's Name or Group Targeted:

Age:

Occupation: Educational Level:

Patient's Diagnosis: Educational

Need(s):
Completed Teaching Plan for Self-Administration of Insulin

Purpose: To provide client with information necessary for self-administration of insulin as prescribed. Goal: The client
will be able to perform insulin injections independently according to treatment regimen.
Objectives Content Method of Time Resources Method of
Outline Instruction Allotted Evaluation
(in min)
Following a 20 mins.
teaching session, the
client will be able to :
- Identify the five -Location of five 1:1 instruction 2 Anatomical chart Post-testing
sites for insulin anatomical sites
injection with Rotation of sites
1 00% accuracy.
(cognitive)

- Demonstrate -Accepted Demonstration 5 Alcohol sponges, Observation of

proper techniques Technique return Sterile SQ needles, demonstration

according to according to demonstration insulin syringes,
procedure for procedure And multidose vial
drawing up insulin of sterile water.
from a multidose -Reading syringe
vial. unit dose
(psychomotor) markings.

- Give insulin to -Procedure for Demonstration 10 Human model, SQ Observation of

self in thigh area injecting insulin return needle & syringe, return
with 100% SQ at 90-degree demonstration multidose vial of demonstration
accuracy. angle using sterile water, and
(psychomotor) aseptic technique alcohol sponges.

-> j
- Express any -Summarize Discussion -Video written Question and

concerns about common -Handout answer

self-administration concerns.
of insulin. -Exploration of
(affective) feelings

Terms with Many Interpretations Terms with Few Interpretations

(Not Recommended) (Recommended)

to know to apply to explain

to understand to choose to identify

to appreciate to classify to list
to realize to compare to order
 to be familiar wi th to contrast to predict
to enjoy to construct to recall
to value to define to recognize
to be ii-.tercft^d in to describe to select
to feel to demonstrate to state
to think to differentiate to verbalize
to learn to distinguish to write

SOURCE: Adapted from Gronlund, N. E. (1985). Stating Objectives for Classroom Instruction, 3rd ed. New York: Macmillan.
• To use terms for performance that are sub -
ject to many interpretations, not action- .
oriented, and difficult to measure.
• To" write an objective that is unattainable
given, the ability level of the learner.
e lives, as a tool for systematically classifying
To write objectives that do not relate.tq.the
gta_te_d.goal.
• To clutter an objective by including unnec
essary pieces of information.
• To be too general so as not to clearly specify
• the expected outcome.
TAXONOMY OF OBJECTIVES
ACCORDING TO LEARNING.
DOMAINS
Ajaxpnomy is a mechan_isrn_used to_categorize
things_ac_c6rding to their relationships to one
another. In science, for example, taxonomies ar 0
rl^-^oc "sed to classify pl^nts_aT\djmh_rj_aJ.s
levels of behavior according to their type and
complexity (Reilly & Oermann, 1990). Bloom
et al. (1956) and Knathwohl and associates
(1964) developed a very useful taxonomy,
known as the T£>TllLQiL]^^
behavioral objectives. This taxonomy, which
became widely accepted as a standard aid for
- planning as well as evaluating learning, is
divided into^ three broad categories or
^
domains: cognitive, affective, and psychomo-
tor7lnherent in the concept of taxonomy is the
notion that a_lJh^gh_tij^e_jhxee_dQrn 1ains of
learning_are_describecl as existing as segarate
entities, they are, in fact, Interdependent and
can be experienced simultaneously. Humans do
not possess thoughts, feelings, and actions in
isolation of one another jmd typically. do _ not
compartTnentalize learning. The_affectiye
domain "influences the cognitive .domain, and
vice versaTthe_p_rocesses of jthinking and feel ing
influence psychomotor" performance, and vice
versa (Menix, 1996).
In the Taxonomy of EdncriHc:-;^ OfyVr.f:':vj. "
'iectives in each domain are oixiered ui a
COGNITIVE DOMAIN
Knowledge: choose, circle, define, identify, label, list, match, name, outline, recall, report, select, state
Comprehension, describe, discuss, distinguish, estimate, explain, generalize, give example, locate, recognize,
summarize
Application: apply, demonstrate, illustrate, implement, interpret, modify, order, revise, solve, use Analysis:
analyze, arrange, calculate, classify, compare, conclude, contrast, determine, differentiate,
discriminate Synthesis: categorize, combine, compile, correlate, design, devise, generate, integrate, reorganize,
revise,
summarize Evaluation: appraise, assess, conclude, criticize, debate, defend,
judge, justify
A FF E C T IV E D O M A IN
Receiving: accept, admit, ask, attend, focus, listen, observe, pay attention
Responding: agree, answer, conform, discuss, express, participate, recall, relate, report, state willingness,
try, verbalize
Valuing: assert, assist, attempt, choose, complete, disagree, follow, help, initiate, join, propose, volunteer
Organization: adhere, alter, arrange, combine, defend, explain, express, generalize, integrate, resolve
Characterization: assert, commit, discriminate, display, influence, propose, qualify, solve, verify
PSYCHOMOTOR DOMAIN
Perception: attend, choose, describe, detect, differentiate, distinguish, identify, isolate, perceive, relate,
select, separate
Set: attempt, begin, develop, display, position, prepare, proceed, reach, respond, show, start, try
Guided response mechanism and complex overt response: align, arrange, assemble, attach, build, change, choose,
clean, compile, complete, construct, demonstrate, discriminate, dismantle, dissect, examine, find, grasp, hold,
insert, lift, locate, maintain, manipulate, measure, mix, open, operate, organize, perform, pour, practice,
reassemble, remove, repair, replace, separate, shake, suction, turn, transfer, walk, wash, wipe
Adaptation: adapt, alter, change, convert, correct, rearrange, reorganize, replace, revise, shift, substitute,
switch
Origination: arrange, combine, compose, construct, create, design, exchange, reformulate

SOURCE: Adapted from Gronlund, N.E. (1985). Stating Objectives for Classroom Instruction, 3rd ed. New York: Macmillan.
late learning in the cognitive domain include
lecture, one-to-on.e_iris.truction, and
computer- 'assistedjnstructioji (see Chapter 11).
Verbal/; written, and visual tools are all
particularly successful in supplementing the
teaching methods to help learners master
cognitive content. For example, Napholz and
McCanse (1994) report the effectiveness of
using inter-
active
vjdeo as an instructional tool to
increase ^Jficienc • in cognitive learning by
nursing students.
Content knowledge can be gained by expo-
tvpes of educational experiences,
including the processjnethods used prima rily for
affective and psjrchomotor learning. <£-»
Cognitive knowledge, -however, is__an essen tial
prerequisite for the learner to engage in other
educational activities such as group dis cussion or
role-playing. Otherwise, what results is "pooled
ignorance." FoL.e.xa_mple^_ clients cannot
adequately learn through group discussion if they
do not possess an accurate and at least basic
knowledge level of the subject at hand to draw on
for purposes of discourse. Participating in a