WELL-WRITTEN OBJECTIVES

 FOLLOWING INSTRUTION ON HYPERTENSION, THE PATIENT WILL BE ABLE TO STATE THREE OUT
OF FOUR CAUSES OF HIGH BLOOD PRESSURE.
 ON COMPLETING THE READING MATERIALS PROVIDED ABOUT THE CARE OF A NEWBORN, THE
MOTHER WILL BE ABLE TO EXPRESS ANY CONCERNS SHE HAS CARING FOR HER BABY AFTER
DISCHARGE.
 AFTER A 20-MINUTE TEACHING SESSION, THE PATIENT WILL VERBALIZEAT LEAST TWO FEELINGS
OR CONCERNS ASSOCIATED WITH WEARING A COLOSTORNY BAG.
 AFTER READING HANDOUTS, THE PATIENT WILL BE ABLE TO STATE THREE EXAMPLES OF FOODS
THAT ARE SOURCES HOGH IN PROTEIN.

POORLY WRITTEN OBJECTIVES

 THE PATIENT WILL BE ABLE TO PREPARE A MENU USING LOW-SALT FOODS. CONDITION AND
CRITERION MISSING.
 GIVEN A LIST OF EXERCISES TO RELIEVE LOW BACK PAIN, THE PATIENT WILL UNDERSTAND HOW
TO CONTROL LOW-BACK PAIN. PERFORMANCE NOT STATED IN MEASURABLE TERMS CRITERION
MISSING.
 THE NURSE WILL DEMONSTRATE CRUTCH WALKING POSTOPERATIVELY TO THE PATIENT.
TEACHER CENTERED.
 DURING DISCHARGE TEACHING, THE PATIENT WILL BE MORE COMFORTABLE WITH INSULIN
INJECTIONS. PERFORMANCE NOT STATED IN MEASURABLE TERMS, CONDITION MISSING,
CRITERION MISSING.
 THE PATIENT WILL VERBALIZE AND DEMONSTRATE THE PROPER STEPS TO PERFORMING SELF-
CATHETERIZATION. CONTAINS TWO EXPECTED BEHAVIORS, CRITERION MISSING, TIME FRAME
MISSING.
 AFTER A 20-MINUTE TEACHING SESSION, THE PATIENT WILL APPRECIATE KNOWING THE STEPS
REQUIRED TO COMPLETE A FINGER STICK. PERFORMANCE NOT STATED IN MEASURABLE TERMS,
CRITERION MISSING.

TERMS WITH MANY INTERPRETATIONS (NOT RECOMMENDED)

 TO KNOW
 TO UNDERSTAND
 TO APPRECIATE
 TO REALIZE
 TO BE FAMILIAR WITH
 TO ENJOY
 TO VALUE
 TO BE INTERESTED IN
 TO FEEL
 TO THINK
 TO LEARN
TERMS WITH FEW INTERPRETATIONS (RECOMMENDED)

 TO APPLY
 TO CHOOSE
 TO CLASSIFY
 TO COMPARE
 TO CONSTRUCT
 TO DEFINE
 TO DESCRIBE
 TO DEMONSTRATE
 TO DIFFERENTIATE
 TO DISTINGUISH
 TO EXPLAIN
 TO IDENTIFY
 TO LIST
 TO ORDER
 TO PREDICT
 TO RECALL
 TO RECOGNIZE
 TO SELECT
 TO STATE
 TO VERBALIZE
 TO WRITE

PSYCHOMOTOR LEARNING (6 THEMES IMPORTANT TO LEARN NEW SKILLS (ALDRIDGE, 2017)

1. PEER SUPPORT AND PEER LEARNING

2. PRACTICING ON FEAL PEOPLE IS ESSENTIAL TO MASTERY
3. FACULTY MEMBERS MATTER DURING THE LEARNING EXPERCIENCE
4. CONDITIONS OF THE ENVIRONMENT ARE ESSENTIAL
5. CONDITIONS OF THE ENVIRONMENT ARE ESSENTIAL
6. ANXIETY IS EVER PRESENT BEACAUSE OF FEAR OF HARMING PATIENTS

STRATEGIES AND METHODOLOGIES (METHODS OF INSTRUCTION)

 LECTURE
 GROUP DISCUSSION
 ONE-TO-ONE INSTRUCTION
 DEMONSTRATION AND RETURN DEMONSTRATION
 GAMING
 SIMULATION
 ROLE PLAY
 ROLE MODEL
 SELF INSTRUCTION
ONE-TO –ONE INSTRUCTION

ADVANTAGES

 THE PACE AND CONTENT OF TEACHING CAN BE TAILORED TO MEET INDIVIDUAL NEEDS.
 IDEAL IS AN INTERVENTION FOR INITIAL ASSESSMENT AND ONGOING EVALUATION OF THE
LEARNER.
 GOOD FOR TEACHING BEHAVIORS IN ALL THREE DOMAINS OF LEARNING.
 ESPECIALLY SUITABLE FOR TEACHING THOSE WHO ARE LEARNING DISABLED, LOW LITERATE, OR
EDUCATIONALLY DISADVANTAGED.
 PROVIDES OPPURTUNITY FOR IMMEDIATE FEEDBACK TO BE SHARED BETWEEN THE EDUCATOR
AND THE LEARNER

LIMITATION

 THE LEARNER IS ISOLATED FROM OTHERS WHO HAVE SIMILAR NEEDS OR CONCERNS.
 DEPRIVES LEARNERS OF THE OPPURTUNITY TO IDENTIFY WITH OTHERS SHARE INFORMATION,
IDEAS, AND FEELINGS WITH THOSE IN LIKE CIRCUMSTANCES.
 CAN PUT LEARNERS ON THE SPOT BECAUSE THEY ARE THE SOLE FOCIS OF THE EDUCATORS
ATTENTION.
 QUETIONING MAY BE INTERPRETED BY LEARNERS AS A TECHNIQUE TO TEST THEIR
KNOWLEDGE AND SKILLS.
 THE LEARNER MAY FEEL OVERWHELMED AND ANXIOUS IF THE EDUCATOR MALES THE
MISTAKE OF CRAMMING TOO MUCH INFORMATION IN TO EACH SESSION.

DEMOSTRATION AND RETURN DEMONSTRATION

ADVANTAGES

 ESPECIALLY EFFECTIVE FOR LEARNING IN THE PSYCHOMOTOR DOMAIN

 ACTIVELY ENGAGES THE LEARNER THROUGH STIMULATION OF VISUAL, AUDITORY, AND TACTILE
SENSES.
 REPETITION OF MOVEMENT AND CONSTANT REINFORCEMENT INCREASES CONFIDENCE,
COMPETENCE, AND SKILL RETENTION.
 PROVIDES OPPURTUNITY FOR OVERLEARNING TO ACHIEVE THE GOAL.

LIMITATION

 REQUIRED PLENTY OF TIME TO BE SET ASIDE FOR TEACHING AS WELL AS LEARNING.

 SIZE OF AUDIENCE MUST BE KEPT SMALL TO ENSURE OPPURTUNITY FOR PRACTICE AND CLOSE
SUPERVISION
 EUIPMENT CAN BE EXPENSIVE TO PURCHASE AND REPLACE.
 EXTRA SPACE AND EQUIPMENT IS NEEDED FOR PRACTICING CERTAIN SKILLS.
 COMPETWNCY EVALUATION REQUIRES1:1 TEACHER TO LEARNER RATIO.

GAMING

ADVANTAGES

 FUN WITH A PURPOSE.

  RETENTION AND INFORMATION PROMOTED BY STIMULATING LEARNER ENTHSIASM AND
INCREASING LEARNER INVOLVEMENT.
 EASY TO DEVISE OR MODIFY FOR INDIVIDUAL OF GROUP LEARNING.
 ADDS VARIETY TO THE LEARNING EXPERIENCE.
 EXCELLENT FOR DULL OR REPETITOUS CONTENT THAT MUST BE PERIODICALLY REVIEWED.

RESOURCES

GENERAL PRINCIPLE

 THE TEACHER MUST BE FAMILIAR WITH THE CONTENT

 PRINTED, DEMONSTRATION, AND AUDIOVISUAL MATERIALS CAN CHANGE LEARNER BEHAVIOR
 NO ONE TOOL IS BETTER THAN ANOTHER
 INSTRUCTIONAL MATERIAL SHOULD COMPLEMENT, REINFORCE, AND SUPPLEMENT
 THE CHOICE OF MATERIAL SHOULD MATCH THE CONTENT AND THE TASKS TO BE LEARNED
 THE INSTRUCTIONAL MATERIALS SELECTED SHOULD MATCH AVAILABLE FINANCIAL RESOURCES
 INSTRUCTIONAL AIDS MUST BE APPROPRIATE FOR THE PHYSICAL CONDITIONS OF THE
LEARNING ENVIRONMENT
 INSTRUCTIONAL MATERIALS SHOULD MATCH THE SENSORY ABILITIES DEVELOPMENTAL STAGES,
AND EDUCATIONAL LEVEL OF THE LEARNING
 THE MESSAGES CONVEYED BY INSTRUCTIONAL MATERIALS MUST BE ACCURATE UP TO DATE,
APPROPRIATE, UNBLASED, AND FREE OF ANY UNINTENDED CONTENT
 THE TOOLS USED SHOULD CONTRIBUTE IN A MEANINGFUL WAY TO THE LEARNING SITUATION
BY ADDING OR CLARIFYING INFORMATION

WRITTEN MATERIALS- SELF COMPOSED

 MAKE CERTAIN AND CONTROL IS ACCURATE AND UP TO DATE

 ORGANIZE THE CONTNT IN A LOGICAL, STEP-BY-STEP, SIMPLE FASHION
 MAKE THE INFORMATION CLEARLY AND CONCISELY DISCUSSED
 AVIOD MEDICAL JARGON WHENNEVER POSSIBLE, AND DEFINE ANY TECHNICAL TERMS USING
SIMPLE, EVERYDAY LANGUAGE
 FIND OUT THE AVERAGE GRADE IN SCHOOL COMPLETED BY THE TARGET CLIENT POPULATION

WRITTEN MATERIALS- EVALUATING MATERIALS

 NATURE OF THE AUDIENCE

 LITERACY LEVEL REQUIRED
 LINGUISTIC VARIETY AVAILABLE
 CLARITY AND BREVITY
 LAYOUT AND APPEARANCE
 OPPORTUNITY FOR REPETITION
 CONCRETENESS AND FAMILIARITY

WRITTEN MATERIALS

ADVANTAGES

 MATERIALS ARE EASILY ACCESSIBLE AND AVAILABLE ON MANY TOPICS

  THE RATE OF READING IS CONTROLLED BY THE READER
 COMPLEX CONCEPTS CAN BE EXPLAINED BOTH FULLY AND ADEQUATELY
 PROCEDURAL STEPS CAN BE OUTLINED
 VERBAL INSTRUCTION CAN BE REINFORCED
 THE LEARNER IS ALWAYS ABLE TO REFER TO INSTRUCTIONS GIVEN IN PRINT

DISADVANTAGES

 THEY ARE IMPERSONAL

 THERE IS LIMITED FEEDBACK, THE ABSENCE OF AN INSTRUCTOR LESEENS OPPORTUNITY TO
CLEAR UP MISINTERPRETATION
 PRINTED MATERIALS ARE PASSIVE TOLLS
 HIGHLY COMPLEX MATERIALS MAY BE OVERWHWLMING TO THE LEARNER
 LITERACY SKILL OF THE LEARNER MAY LIMIT EFFECTIVENESS
 MATERIALS MAY NOT BE AVAILABLE IN DIFFERENT LANGUAGES

DEMONSTRATION MATERIALS

ADVANTAGES

 BRINGS THE LEARNER CLOSER TO REALITY THROUGH ACTIVE ENGAGEMENT

 USEFUL FOR COGNITIVE LEARNING AND PSYCHOMOTOR SKILL DEVELOPMENT
 STIMULATES LEARNING IN THE AFFECTIVE DOMAIN
 RELATIVELY INEXPENSIVE
 OPPORTUNITY FOR REPETITION OF THE MESSAGE

DISADVANTAGES

 STATIC, EASLY OUTDATED CONTENT

 CAN BE TIME CONSUMING TO MAKE
 POTENTIAL FOR OVERUSE
 NOT SUITABLE FOR SIMUTANEOUS USE WITH LARGE AUDIENCES
 NOR SUITABLE FOR VISUALLY IMPAIRED LEARNERS OR FOR LEARNER WITH POOR ABSTRACT
THINKING ABILITIES

AUDIOVISUAL MATERIAL-PLR

ADVANTAGES

 MOST EFFECTIVE USED WITH GROUPS

 MAY BE ESPECIALLY BENEFICIAL FOR HEARING-IMPAIRED, LOW-LITERATE PARTIENTS
 GOOD FOR TEACHING SKILLS IN ALL DOMAINS
 FLEXIBLE TO ADD,DELETE, OR REVISE SLIDES EASILY AND QUICKLY
 DO NOT REQUIRE DARKNED ROM FOR PROJECTION

DISADVANTAGES

 MAY STIFLE ACTIVE LEARNER PARTICIPATION IF OVERUSED

 MAY ENCOURAGE LEAENWRS TO THINK ONLY IN BULLET POINTS
  EASY TO PACK TO MUCH CONTENT TO EACH SIDE, MAKING THE PRINT TOO DIFFICULT TO READ
AND PRESENTING MORE THAN ONECONCEPT PER SIDE
 ANIMATIONS, SOUNDS, AND FANCY TRANSITIONSMAT BE DISTRACTING
 LACK OF TIME FOR COGNITIVE PROCESSING IF TOO MANY SLIDES INCLUDED FOR THE
SCHEDULED TEACHING SESSION
 SOME FORMS MAY BE EXPENSIVE
 REQUIRES DARKENED ROOM FOR SOME FORMS
 REQUIRES SPECIAL EQUIPMENT FOR USE

AUDIOVISUAL MATERIALS- AUDIO LEARNING RECOURSES

ADVANTAGES

 WIDELY AVAILABLE
 MAY BE ESPECIALLY BENEFICIAL FOR VISUALLY IMPAIRED, LOW-LITERACY PATIENTS
 MAY BE LISTENED TO REPEATEDLY
 USUALLY PRACTICAL, CHEAP, SMALL OF SIZE, AND PORTABLE

DISADVANTAGES

 RELIES ONLY ON SENSE OF HEARING

 EXPENSIVE IN SOME FORM
 LACK OF OPPORTUNITY FOR INTERACTION BETWEEN INSTRUCTOR AND LEARNER

AUDIOVISUAL MATERIALS- VIDEO LEARNING RESOURCES

ADVANTAGES

 WIDELY USED EDUCATIONAL TOOL

 INEXPENSIVE, FOR THE MOST PART
 USES VISUAL AND AUDITIRY SENSES
 FLEXIBLE FOR USE WITH DIFFERENT AUDIENCES
 POWERFUL TOOL FOR ROLE MODELING, DEMONSTRATION, TEACHING PSYCHOMOTOR SKILLS

DISADVANTAGES

 VIEWING FORMATS LIMITED DEPENDING ON AVAILABILITY OF HARDWARE IN HEALTHCARE

SETTINGS, ESPECIALLY IN PATIENT HOMES
 EXPENSE OF SOME COMMERCIAL PRODUCTS
 EXCESSIVE LENGTH OR INAPPROPRIATENESS FOR THE AUDIENCE OF THE SOME PURCHASED
MATERIALS

AUDIOVISUAL MATERIALS- TELECOMMUNICTIONS LEARNING

ADVANTAGES

 INFLUENCE COGNITIVE, AFFECTIVE, AND PSYCHOMOTOR DOMAINS

 RELATIVELY INEXPENSIVE HARDWARE AND SOFTWARE DEVICES
 NUMEROUS PROGRAMS ON A VARIETY OF TOPICS
 WIDELY ACCESSIBLE FOR DISTRIBUTION TO MANY USERS AT A DISTANCE
  APPEALING TO MANY LEARNERS BECAUSE OF CONVENIENCE AND FLEXIBILITY

DISADVANTAGES

 COMPLICATED TO SET UP INTRARACTIVE CAPABILITY

 EXPENSIVE TO BROADCAST VIA SATELITE
 OCCASIONAL INABILITY OF FORMATS TO PROVIDE FOR REPETITION OF INFORMATION
 CANNOT HOW MANY AND WHAT TYPE OF VIEWER AUDIENCES ARE REACHED

AUDIOVISUAL MATERIAL- COMPUTER LEARNING RESOURCES

ADVATAGES

 PROMOTES QUICK FEEDBACK, RETENTION OF LEARNING

 POTENTIAL DATABASE ENORMOUS
 CAN BE INDIVIDUALIZED TO SUIT DIFFERENT TYPES OF LEARNERS OF DIFFERENT PACES OF
LEARNING
 TIME EFFICIENT

DISADVANTAGES

 PRIMARILY PROMOTES LEARNING IN COGNITIVE DOMAIN BUT CAN INFLUENCE AFFECTIVE AND
PSYCHOMOTOR SKILLS DEVELOPMENT
 EXPENSIVE SOFTWARE AND HARDWARE, THEREFORE LESS ACCESSIBLE TO A WIDE AUDIENCE
 TOO COMPLEX AND TIME CONSUMING FOR MOST NURSES TO PREPARE INDEPENDENTLY
 LIMITED USE FOR MANY ELDERLY, LOW-LITERATE LEARNERS, AND THOSE WITH PHYSICAL
LIMITAIONS

PURPOSE OF EVALUATION

 IS TO MEASURE WHETHER A PRACTICE CHANGE IS EFFECTIVE IN A SPECIFIC SETTING WITH

SPECIFIC GROUP OF INDIVIDUAL-LEARNERSS AND/OR TEACHERS, IN THE CASE OF EDUCATION
EVALUATOON DURING A SPECIFIED TIME FRAME

PURPOSE OF RESEARCH

 IS TO GENERATE NEW KNOWLEDGE THAT CAN BE USED ACROSS SETTING AND INDIVIDUALS
WITH SIMILAR CHARACTERISTICS AND DEMOGRAPHICS

=EVALUATION

BARRIERS-CLARITY

 IT THE FOCUS FOR EVALUATION IS UNCLEAR, UNSTATED, OR NOT WELL DEFINED, THEB
UNDERTAKING AN EVALUATION IS DIFFICULT IF ITS PURPOSE OR WHAT WILL BE DONE WITH
THE RESULT IS UNKNOWN

BARRIERS-ABILITY

 INABILITY TO CONDUCT EDUCATION EVALUATION MOST OFTEN RESULT FROM LACK OF

KNOWLEDGE, COFIDENCE, OR RESOURCES NEEDED TO CARY OUT THIS PROCESS.
BARRIERS-FEAR OF PUNISHMENT OR LOSS OF SELF-ESTEEM

 EVALUATION MIGHT BE PERCEIVED AS a JUDGMENT OF SOMEONE’S VALUE OR PERSONAL

WORTH.

REPORTING EVALUATION RESULTS

4 REASONS WHY EVALUATION ARE NOT REPORTED

1. IGNORANCE OF WHO SHOULD RECEIVE THE RESULTS

2. BELIEF THAT THE RESULTS ARE NOT IMPORTANT OR WILL NOT BE USED
3. LACK OF ABILITY TO TRANSLATE FINDINGS INTO LANGUAGE USEFUL IN PRODUCING A FINAL
REPORT
4. FEAR THAT RESULTS WILL BE MISUSED

GENERAL PRINCIPLES FOR TEACHING ACROSSMETHODOLOGIES-USE QUESTIONS

3 types of questions that can be used to elicit different types of answers

1. FACTUAL/DESCRIPTIVE QUESTION- begins with words such as who, what, which, where, how
or when and ask for recall-type responses from the learner. Example: which food are high in
fat?
2. CLARIFYING QUESTIONS- ask for more information and help the learner to convey thoughts
and feelings. Example: what do you mean when you say?
3. HIGHER ORDER QUESTIONS- require more than memory or perception to answer. The ask
learner to draw conclusions, establish cause effect or make comparisons. Example: what does
a low-salt diet help to control blood pressure?

DESIGNING A HEALTH EDUCATION PLAN FOR SPECIFIC AGE

GROUPS
Pedagogy and Andragogy
 Pedagogy derives from the Greek for child and leading and refers to the science and
practice of teaching children.
  Researcher Malcolm Knowles first introduced the term andragogy in about 1968
reference to a model for teaching adults.
CHILDREN IN EDUCATION:
 Rely on others
 Accept the information being presented at face value
 Except what they are learning to be useful in their long-term future
 Are relatively clean slates
 Due to lack of experience, they have little ability to serve as a knowledgeable resource
ON THE OTHER HAND, ADULT LEARNING:
 Decide for themselves
 Validate the information based on their beliefs and experience
 Expect what they are learning to be immediately useful
 Make have fixed viewpoints
 Ability to serve as knowledgeable resource.
NEED TO KNOW: ADULTS WANT TO KNOW WHY IRS IMPORTANT TO LEARN
SOMETHING
 Foundation : adults use experience in learning activities
 Self-concept : adults want a role in deciding what to learn in their education
 Readiness : adults want to learn things they can apply immediately
 Orientation : adults wants a problem-centered education rather than content- oriented
 Motivation : adults respond better to internal rather than external motivators
CONTEXUAL INFLUENCES
Traditional Thinking: development and maturity does with age
Advance Level Thinking: development is contextual.
It is now understood that three important contextual influences act on and interact with the
individual to produce development (Crandell et al., 2012; Santrock, 2017)
Contextual
 Depending on or relating to the circumstances that from the setting for an event,
statement, or idea.

1. NORMATIVE AGE-GRADED
 Influence are strongly related to chronological age and are similar for individuals in
a specific age group, such as the biological processes of puberty and menopause and the
sociocultural processes of transitioning to different levels of normal education or to
retirement.
2. NOMATIVE HISTORY-GRADED
  Influences are common to people in a certain age cohort or generation because they
have been uniquely exposed to similar historical circumstances, such as the martial law,
the age of computer, or the terrorist events of September 11, 2001, Devastating Typhoons.
3. NORMATIVE LIFE EVENT
 Are the unusual or unique circumstances, positive or negative, that are turning points
in individual’s lives that cause them to change direction, such as a house fire, serious
injury in an accident, winning to lottery, divorce, or an unexpected career opportunity?
PHASES OF LEARNING: DEPENDENCE
Dependence is characteristic of the infant and young child, who are totally dependent on
others for direction, support, support, and nurturance from a physical, emotional, and
intellectual standpoint.
Unfortunately, some adults are considered stuck in this stage if they demonstrate
manipulative behavior, do not listen, are insecure, or do not accept responsibility for the own
actions.
PHASES OF LEARNING: INDEPENDENCE
Independence occurs when a child develops the ability to physically, intellectually, and
emotionally care for himself or herself and make his or her own choices, including taking
responsibility for learning.
PHASES OF LEARNING: INTERDEPENDENCE
Interdependence occurs when an individual has sufficiently advanced in maturity to achieve self-
reliance, a sense of self-esteem, and ability to give and receive, and when that individual
demonstrates a level of respect for others. Full physical maturity does not guarantee
simultaneous emotional and intellectual maturity.
Taking Responsibility for One’s Health
When is the most appropriate or best time to teach the learner?
The answer is when the learner is ready. When the learner recognizes the need for learning.
However, the nurse as educator does not always have to wait for teachable moments to occur;
the teacher can actively create these opportunities by taking an interest in and attending to the
needs of the learner.
Building Blocks of Knowledge (Schemas)
 Learning develop schemas of knowledge about the world. These are clusters of
connected ideas about things in the real world that allow the leader to respond
accordingly. Schemas refer to ideas that is perceived as normal.
 When the learner has developed a working schema that can explain what they perceive
in the world, that Schemas is in a state of equilibrium.
  When the learner uses the schema to deal with a new thing or situation, that schema is
assimilation.
 Accommodation happens when the existing schema isn’t up to the job of explaining
what’s going on and needs to be changed
 Once the schemas change (new normal), it returns to equilibrium and life goes on.
 Learning is, therefore, a constant cycle of assimilation; accommodation; equilibrium;
assimilation and so on.
INFANCY (first 12 month of life) and TODDLERHOOD (1-2 years of age)
Audience: PARENT
Behavior: (expected of children at this age)
Exploration of self and environment, stimulate physical development.
 Cognitive Stage: Sensorimotor
 Psychosocial Stage: Trust vs. mistrust (0-12months), Autonomy vs. shame and
doubt (1-2 ys.)
General characteristics
1. Dependent on the environment
2. Needs security
3. Explores self and environment
4. Natural curiosity
-Object Permanence is developed
-Causality is introduced
-Delayed gratification is not yet established

Delayed gratification means resisting the temptation of an immediate reward, in anticipation that
will be a greater reward later. It’s a powerful tool for learning to live your life with purpose. It’s
linked to impulse control typically excel at delayed gratification.
Teaching strategies
1. Orient teaching to caregiver
2. Encourage parents to use repetition and imitation of information
3. Stimulate all senses
4. Provide safety and emotional security
5. Allow play and manipulation of objects
Nursing interventions
1. Welcome active involvement
 2. Forge alliances
3. Encourage physical closeness
4. Provide detailed information
5. Answer questions and concerns
6. Ask for information on child’s strengths/limitations and likes/dislikes
Short term
 Read simple stories from books with lots of pictures.
 Use dolls and puppets to act out feelings and behaviors.
 Used simple audiotapes with music and videotapes with cartoon characters.
 Perform procedures on a teddy bear or doll first to help the child anticipate what an
experience will be like.
 Allow the child something to do squeeze your hand, hold a Band-Aid, sing a song, and
cry if it hurt to channel his or her response to an unpleasant experience.
 Keep teaching sessions brief 5 min. maximum.
 Cluster teaching sessions close together
 Avoid analogies and explain things in straightforward and forward terms
 Individualize the pace of teaching according to the child’s responses and level of
attention
Long term
 Build habits by focusing on rituals, imitation, and repetition of information.
 Use reinforcement as an opportunity for children to achieve permanence of learning
through practice.
 Encourage parents to act as role models
EARLY CHILDHOOD (3-5 years of age)
 Cognitive stage: Preoperational
 Psychological stage: Initiative vs. guilt
-Learn by mimicking or modeling the behaviors of playmates and adults
-Fine and gross motor skills became increasingly more refined and coordinated
-Supervision is required because of lack of judgement
-This stage is the transitional period when the child starts to use symbols (letters and
numbers) to represent something.

At this age the child develop:

Capacity to recall the past or experience
Anticipate future events
Classify objects into groups and categories
Precausal thinking
Animistic thinking
Egocentrism
EGOCENTRISM
 Thinking only oneself, without regard for the feeling or desires of others, self-centered.
Interested in the WHY’s of the world, but not the HOW’s
Fantasy and reality are not well differentiated
Illness and hospitalization is thought to be a punishment (egocentric causation)
General characteristics
 Egocentric
 Thinking precausal, concrete, literal
 Believes illness is self-cased and punitive
 Limited sense of time
 Fears bodily injury
 Cannot generalize
 Animistic thinking
 Focus is on one characteristic of an object
 Separation anxiety
 Motivated by curiosity
 Active imagination, prone to fears
 Play is his/her work
Teaching strategies
 Use warm, calm approach
 Build trust
 Use repetition of information
 Allow manipulation of object and equipment
 Give care with explanation
 Reassure not to blame self
 Explain procedures simply and briefly
 Provides safe, secure environment
 Use positive reinforcement
 Encourage questions to reveal perceptions/feelings
 Use simple drawings and stories
 Use play therapy, with dolls and puppets
 Stimulate senses: visual, auditory, tactile, motor
Nursing interventions
 Welcome active involvement
 Forge alliances
 Encourage physical closeness
 Provide detailed information
 Answer questions and concerns
 Ask information on child’s strengths/limitations and likes/dislikes
Short term
 Provide physical and visual stimuli because language ability is still limited
 Keep teaching sessions short with short intervals (no more than 15min.)
 Relates information needs activities and experiences familiar to the child.
 Encourage the child to participate in selecting between a limited number of teaching-
learning options
 Arrange small-group sessions
 Give praise and approval
 Give tangible reward
 Allows the child to manipulate equipment and play with replicas or dolls

Tangible

 A thing that is perceptible by touch

Long term

 Enlist the help of parents, who can play a vital role in modeling a variety of healthy
habits, such as practicing safety measures and eating a balanced diet; offer them access to
support and follow-up as the need arises.
 Reinforce positive health behaviors and the acquisition of specific skills.

MIDDLE AND LATE CHILDHOOD (6-11 years of age)

 Cognitive stage: concreate operations

 Psychosocial stage: industry vs. inferiority

-Begin to have formal training in structured school systems

-Open to new and varied ideas

-Schemas are challenged as they experience varied attitudes, values, and perceptions from the
environment.
The gross and fine-motor abilities of school aged children become increasingly more coordinated
so that they have the ability to control their movement with much greater dexterity than ever
before.

During this time, logical, rational thought processes and the ability to reason inductively and
deductively develop. Children in this stage can think more objectively, are willing to listen to
others, and selectively use questioning to find answers to the unknown.

Using deductive reasoning to verify conjectures

Inductive reasoning

-uses specific examples to make a general rule

Finding patterns or stereotypes

Deductive reasoning

-takes a general rule and uses it to make more specific example

Drawing conclusions from previous known facts and definitions

Syllogistic reasoning begins

 Ability to consider two premises and draw a logical conclusion from them.
Example: they comprehend that mammals are warm blooded, and whales are mammals,
so whales must be warm blooded.

Conservation is mastered

 Ability to recognize that the properties of an object sty the same even though its
appearance and position may change
Example: they realize that the certain quantity of liquid is the same amount whether it is
poured into a tall, thin glass or into a short, wide one.

 Fiction and fantasy are separate from fact and reality

 Can engage in systematic thought inductive reasoning
 Ability to classify objects and systems
 Express concrete ideas about relationships and people
 Carry out mathematical operation
 Causal thinking develops

General characteristics
  More realistic and objective
 Understand cause and effect
 Deductive/inductive reasoning
 Wants concrete information
 Able to compare objects and events
 Variable rates of physical growth
 Reasoning syllogistically
 Understands seriousness and consequences of action
 Subject-centered focus
 Immediate orientation

Teaching strategies

 Encourage independence and active participation

 Be honest, ally fears
 Use logical explanation
 Allows time to ask questions
 Use analogies to make invisible processes real
 Establish role models
 Relate care to other children’s experience; compare procedures
 Use subject centered focus
 Use play therapy
 Provide group activities
 Use diagrams, models, pictures, digital media, printed materials, and computer, tablet, or
smartphone applications

Nursing intervention

 welcome active involvement

 forge alliances
 encourage physical closeness
 provide detailed information
 answer questions and concerns
 ask for information on child’s strengths/limitations and likes/dislikes

Short term

 allow school-aged children to take responsibility for their own health care
Example: to apply their own splint or use asthma inhaler as prescribed.
 Teaching session can be extended to last up to 30 mins.
 Lessons should be spread to allow for comprehension of large amounts of content
and to provide for the practice of newly acquired skills between sessions.
 Provide time for clarification, validation, and reinforcement of what is being
learned.
  Select individual instructional techniques that provide opportunity for privacy
 Employ group teaching sessions others of similar age with similar problems or needs
to help children avoid feeling of isolation and to assist them in identifying with their
own peers.
 Prepared children for procedures and interventions well in advance
 Encourage participation in planning for procedures and events because active
involvement helps the child to assimilate information more readily
 Provide much needed nurturance and support, always keeping in mind that young
children are not just small adults. Praise and reward help motivate and reinforce
learning.

Long term

 Help school-aged children acquire skills that they can use to assume self-care
responsibility for carrying out therapeutic treatment regimens on an ongoing basis with
minimal assistance.
 Assist them in learning to maintain their own well-being and prevent illnesses from
occurring.
ADOLESCENCE (12-19 years of age)
 Cognitive stage: formal operations
 Psychosocial stage: identify vs. role confusion
Today’s adolescents comprise the generational cohort Generation Z, or Gen z. they excel with
self-directed learning and thrive on the use of technology.
Adolescents vary greatly in their biological, psychological, social, and cognitive development.
From a physical maturation standpoint, they must adapt to rapid, dramatic, and significant
bodily changes, which can temporarily result in clumsiness and poorly coordinated movement.
Alteration in physical size, shape, and function of their bodies, along with the appearance and
development of secondary sex characteristics, bring about a significant preoccupation with
their appearance and a strong desire to express sexual urges.
And, according to neuroscience research, adolescent brains are different than adult brains in the
way they process information, which may explain that adolescent behaviors, such as
impulsiveness, rebelliousness, lack of good judgement, and social anxiety stem from biological
reasons more than environmental influences. Adolescents are known to be among the nation’s
most at-risk population.
 Capable of abstract thought and the type of complex logical thinking described as
propositional reasoning, as opposed to syllogistic reasoning.
 Their ability to reason is both inductive and deductive
 Has the ability to hypothesize and apply the principles of logic to situations never
encountered before.
 Can conceptualize and internalize ideas
  Able to debate various points of view
 Understand cause and effect
 Able to respond appropriately to multiple-step directions.
Adolescent egocentrism develops
 They begin to believe that everyone is focusing on the same things they are namely,
themselves and their activities
Imaginary audience begins
 The imaginary audience explains the pervasive self-consciousness of adolescents, who,
on the one hand, may feel embarrassed because they believe everyone is looking at them
and, on the other hand, desire to be looked at and thought about because this attention
confirms their sense of being special and unique.
Able to understand the concept of health and illness, the multiple causes of diseases, the
influence of variable on health status, and the ideas associated with health promotion and disease
prevention.
Parents, healthcare providers, and the internet are all potential sources of health-related
information for adolescents.
They also can identify health behaviors, although they may reject practicing them or begin to
engage in risk-taking behaviors because of the social pressures they receive from peers as well as
their feeling of invincibility.
Personal fable is displayed
 The personal fable leads adolescents to believe that they are invulnerable other people
grow old and die, but not them; other people may not realize their personal ambitions, but
they will.
The unconscious goals of adolescents include the need to:
 Establish their own identity
 Match their skills with career choices
 Determine self
 Seek independence and autonomy
 Develop distinct individual personalities
 Belong to a group
 Rebel against any actions or recommendations by adults whom they consider
authoritarian.
Adolescents demand personal space, control, privacy, and confidentiality. To them, illness,
injury, disability, and hospitalization mean dependency, loss of identity, a change in body
image and functioning, bodily embarrassment, confinement, separation from peers, and possible
death.
General characteristics
 abstract, hypothetical thinking
 can build on past learning
 reasons by logic and understands scientific principle
 future orientation
 motivated by desire for social acceptance
 peer group important
 intense personal preoccupation
 emphasis on importance of appearance (imaginary audience)
 feels invulnerable invincible/immune to natural laws (personal fable)
Teaching strategies
 establish trust, authenticity
 know the agenda
 address fears/concerns about outcomes of illness
 identify control focus
 include in plan of care
 use peers for support and influence
 negotiate changes
 focus on details
 makes information meaningful to life
 ensure confidentiality and privacy
 arrange peer group sessions in person or virtually
 use audiovisuals, role play, contacts, reading materials
 provide for experimentation and flexibility
Short term
 Use one-to-one instruction to ensure confidentially of sensitive information.
 Choose peer-group discussion sessions as an effective approach to deal with health topics
such as smoking, alcohol and drugs use, safety measures, obesity, and teenage sexuality.
 Use face-to-face or computer group discussion, role playing, and gaming as method to
clarity values and solve problems.
 Employ adjunct instructional tools, such as complex models, diagrams, and specific,
detailed written materials.
 Clarity any scientific terminology ad medical jargon used. Simplify or translate
 share decision making whenever possible, because control is an important issue for
adolescents
 include adolescents in formulating teaching plans related to teaching strategies expected
outcomes, and determining what needs to be learned and how it can best be achieved to
meet their needs for autonomy
 Suggest options so that they feel they have a choice about courses of action.
 Give a rationale for all is said and done to help adolescents feel a sense of control
  Approach them with respect tact, openness, ad flexibility to elicit their attention and
encourage their responsiveness to teaching-learning situations
 Expect negative responses which are common when their self-image and self- integrity
are threatened.
 Avoid confrontation and acting like an authority figure.
Long term
 Accept adolescent’s personal fable and imaginary audience as valid, rather than
challenging their feeling of uniqueness and invincibility.
 Acknowledge that their feeling are very real
 Allows them the opportunity to test their own convictions
ANDRAGOGY REVIEW
Adult learning:
 Decide for themselves what is important to learn
 Need to validate the information based on their belief and experience
 Expect what they are learning to be immediately useful
 Have much experience upon which to draw may have fixed viewpoints
 Significant ability to serve as a knowledge resource to the trainer and fellow learners.
YOUNG ADULTHOOD (20-40 years of age)
 Cognitive stage: formal operation
 Psychosocial: intimacy vs. isolation
Unconscious goals for young adults:
 Establishing long-term and intimate relationships with other people
 Choosing a lifestyle and adjusting to it
 Deciding on an occupation
 Managing a home and family
During this period, physical abilities for most young adults are at their peak, and the body is at its
optimal functioning capacity. The cognitive capacity of young adults is fully developed, but with
maturation, they continue to accumulate new knowledge and skills from an expanding reservoir
of formal and informal experiences.
Coming from experience, young adults have an improved ability to:
 Generalize to new situations
 Improve their abilities to critically analyze, solve problems
 Make decisions about their personal, occupation, and social roles.
Their interests for learning are oriented toward those experiences that are relevant for immediate
application to problems and tasks in their daily lives. Young adults are motivated to learn about
the implication of various lifestyle choices.
General characteristics
 Autonomous
 Self-directed
 Uses personal experience to enhance or interfere with learning
 Intrinsic motivation
 Able to analyze critically
 Makes decisions about personal, occupational and social roles
 Competency-based learner
Teaching strategies
 Use problem-centered focus
 Draw on meaningful experience
 Focus on immediacy of application
 Encourage active participation
 Allows to set own pace, be self-directed
 Organize material
 Recognize social role
 Apply new knowledge through role playing and hands-on practice
Salient points in health education with young adults.
 Health promotion is the most neglected aspect of healthcare teaching at this stage of
life.
 The major factors that need to be addressed in this age group are healthy eating
habits, regular exercise, and avoiding drug abuse. Such behaviors will reduce the
incidence of high blood pressure, elevated cholesterol, obesity, smoking, and overuse of
alcohol and drugs.
 The motivational for adults to learn comes in response to internal drives, such as need
for self-esteem, a better quality of life, or job satisfaction, and in response to external
motivators, such as job promotion, more money, or more time to pursue outside activities.
 Any illness or disabilities prevent them to achieve the internal drives
 Content of instruction must be seen as relevant to the current or anticipated problem
 Teaching strategies must be directed at encouraging young adults to seek information
 Relevant, applicable, and practical information is what adults desire and value they want
to know what’s in it for me
 Group discussion in an attractive method for method for teaching and learning because it
provides young adults with the opportunity to interact with others of similar age and in
similar situations, such as in parenting groups, prenatal classes, exercise classes, or
marital adjustment session.
MIDDLE-AGED ADULTHOOD (41-64 years of age)
Cognitive stage: formal operations
Psychosocial stage: generativity vs. absorption and stagnation
During this age, many individuals are highly accomplished in their careers, their sense of who
they are well developed, their children are grown, and they have time to share their talents, serve
as mentors for others and pursue new or talent interests.
Physiological changes begin to take place. These physical changes and others affect middle-aged
adults’ self-image, ability to learn, and motivation for learning about health promotion, disease
prevention, and maintenance of health.
DIALECTICAL thinking is expanded
It is a type of thinking is defined as the ability to search for complex and changing
understandings to find a variety of solutions to any given situation or problem.
In other words, middle-aged adults have the ability to see the bigger picture
General characteristics
 Sense of self is well developed
 Concerned with physical changes
 At peak in career
 Explores alternative lifestyles
 Reflects on contributions to family and society
 Reexamines goals and values
 Questions achievements and successes
 Confidence in abilities
 Desires to modify unsatisfactory aspects of life
Teaching strategies
 Focus on maintaining independence and reestablish normal life patterns
 Assess positive and negative paste experience with learning
 Assess potential sources of stress caused by midlife crisis issues
 Provide information to coincide with life concerns and problems
Salient points in Health Education with middle-aged adults.
 When teaching members of this age group, the nurse must be aware of their potential
sources of stress, the health risk factors associated with this stage of life, and the
concerns typical of midlife. Misconceptions regarding physical changes such as
menopause for women are common.
 Many need and want information related to chronic illnesses that can arise at this phase
of life.
 Adult learners need to be reassures or complimented on their learning competencies.
 Teaching strategies for learning are similar in type to teaching methods and instrumental
tools used for the young adult learner, but the content is different to coincide with the
concerns and problems specific to this group of learners.
Older people have at least one chronic condition, and many, especially in the later years, have
multiple conditions.
On average, they are hospitalized longer than persons in other age categories and require more
teaching overall to broaden their knowledge of self-care.
Lower educational levels in some ethic groups, sensory impairments, and the disuse of literacy
skills once learned, and cognitive changes in the population of older adults may contribute to
their decreased ability to read and comprehend written materials.
Nurses and nurse educators must recognize that a significant number of older persons respond to
these changes by viewing them as challenges rather than defeats.
Given the considerable healthcare expenditures for older people, patient education needs
generally greater and education programs to improve their health status and reduce morbidity
would be a cost-effective measure.
Ageism describes prejudice against the older adult. This discrimination based on age, which
exists in most segment of the society, perpetuates the negative stereotype of aging as a period of
decline.
This bias interferes with interactions between the older adult and younger age groups and must
be counteracted because it prevent older people from living lives as actively and they might
Education to INFORM PEOPLE of the significant variation that occur in the way that
individual age and education to help the older adult learn to cope with irreversible losses can
combat the prejudice of ageism.
GERAGOGY
The teaching of older persons, known as geragogy, is different from teaching younger adults
(andragogy) and children (pedagogy). For teaching to be effective, geragogy must accommodate
the normal physical, cognitive, and psychosocial changes that occur during this phase of
growth and development
With advancing age, so many physical changes occur that it becomes difficult to establish
normal boundaries.
As a person grows older, natural physiological changes in all systems of the body are universal,
progressive, and intrinsic.
Alternations in physiological functioning can lead secondarily to changes in learning ability. The
senses of sight, hearing, touch, taste, and smell are usually the first areas of decreased
functioning noticed by adults.
Cognitive ability changes with age as permanent cellular alterations invariably occur in the brain
itself, resulting in an actual loss of neurons, which have no regenerative powers.
Physiological research has demonstrated that people have two kinds of intellectual ability-
crystallized and fluid intelligence.
Crystallized intelligence
-is the intelligence absorbed over a lifetime, such as vocabulary, general information,
understanding social interactions, arithmetic reasoning, and ability to evaluate experiences. This
kind of intelligence increases with experience as people age
However, it is important to understand that crystallized intelligence can be impaired by disease
states, such as the dementia seem in Alzheimer’s disease.
Fluid intelligence
-is the capacity to perceive relationship, to reason, and to perform abstract thinking. This
intelligence declines as degenerative changes occur.
The decrease in fluid intelligence results in the specific changes:
1. Slower processing and reaction time. Older persons need more time to process and react
information.
2. Persistence of stimulus (afterimage). Older adults can confuse a previous symbol or word
with a new word or symbol just introduced.
3. Decreased short-term memory
4. Long term memory often remain strong, such as the ability to clearly and accurately
remember something from their youth.
5. Increased anxiety.
6. Altered time perception. For older persons, life becomes more finite and compressed.
Issues of the here and now tend to be more important, and some adhere to the philosophy,
I’ll worry about that tomorrow. This way of thinking can be detrimental when applied to
health issues because it serves as a vehicle for denial or delay in taking appropriate action.
The most common psychological tasks of aging involve changes in lifestyle and social status
based on the following circumstances.
 Retirement
 Illness or death of spouse, relatives, and friends
 The moving away od children, grandchildren, and friends
 Relocation to an unfamiliar environment such as an extend-care facility or senior
residential living center.
The following traits regarding personal goals in life and the values associated with them are
significantly related to motivation and learning:
Independence. The ability to provide for their own needs is the most important aim of older
persons.
Health teaching is the tool to help them maintain or regain independence.
Social acceptability. Winning approval from others is a common goal of many older adults.
The following traits regarding personal goals in life and the values associated with them are
significantly related to motivation and learning:
Adequacy of personal resources
 Life patterns, should be assessed to determine how to incorporate teaching to
complement existing regimens and resources (financial and support system) with new
required behaviors.
Coping mechanism
 The ability to cope with change during the aging process is inductive of the person’s
readiness for the teaching.
The emphasis in teaching is on exploring alternatives, determining realistic goals, and
supporting large and small accomplishments.
The following traits regarding personal goals in life and the values associated with them
are significantly related to motivation and learning:
Meaning of life
 For well adapted older persons, having realistic goals allows them the opportunity to
enjoy the smaller pleasures in life, whereas less well- adapted individuals may be
frustrated and dissatisfied with personal inadequacies.
Heath teaching must be directed at ways adults can maintain optimal health so that they
can derive pleasure from their leisure years.
General characteristics
 Cognitive changes
 Decreased ability to think abstractly or process information
 Decreased short term memory
 Increased reaction test anxiety
 Increased test anxiety
 Stimulus persistence (afterimage)
 Focuses on past life experience
 Sensory/motor deficits
 Auditory changes
 Hearing loss, especially high-pitched tones, consonants and rapid speech
 Visual changes
 Farsightedness
 Decreased visual adaptation to darkness
 Decreased peripheral perception
 Distorted depth perception
 Fatigue / decreased energy levels
 Psychosocial changes
 Decreased risk taking
 Selective learning
  Intimidated by formal learning
Teaching strategies
 Use concrete examples
 Build on past life experience
 Make information relevant and meaningful
 Present one concept at a time
 Allow time for processing/response
 Use repetition and reinforcement of information
 Avoid written exams
 Use verbal exchange and coaching
 Establish retrieval plan
 Encourage active involvement
 Keep explanations brief
 Use analogies to illustrate abstract information
 Speak slowly, distinctly
 Use low-pitch tones
 Avoid shouting
 Use visual aids to supplement verbal instruction
 Avoid glares, use soft white light
 Provide sufficient light
 Use white background and black print
 Use large letters and well space prints
 Avoid color coding with pastel blue, green, purple and yellow
 Increase safety precautions/ provide a safe environment
 Ensure accessibility and fit of prostheses
 Keep sessions short
 Provide frequent rest periods
 Allows extra time to perform
 Establish realistic short term goals
 Give time to reminisce
 Identify and present pertinent material
 Use informal teaching sessions
 Demonstrate relevance of information to daily life
 Assess resources
 Make learning positive
 Identify positive experience
 Integrate new behavior with formerly established ones
Nursing interventions
 Involve principal caregivers
 Encourage participation
 Provide resources for support
  Assess coping mechanisms
 Provide written instructions for reinforcement
 Provide anticipatory problem solving (ask what happens if? Or what do you do if?)
Salient points in health education with older adults.
 Understanding older persons’ developmental tasks allows nurses in term of counseling,
teaching, and establishing a therapeutic relationship.
 Chronic illness, depression, and literacy levels, particularly among the oldest-old, have
implications with respect to how
A. They care for themselves (eating, dressing, and taking medications)
B. The extent to which they understand the nature of their illness.
 In working with older adults, reminiscing is a beneficial approach to use to establish a
therapeutic relationship.
 You can’t teach an old dog new tricks. It is easy to fall the habit of believing to myths
associated with the intelligence, personality traits, motivational, and social relations of
older adults. The following prevalent myths that must be dispelled to prevent harmful
outcomes in the older adult.
 The role of the family is considered one of the key variables influencing
 Positive patient care outcomes. The primary motives in patient education for involving
family members in the care delivery and decision making process are to decrease the
stress of hospitalization, reduce costs or care, increase satisfaction with care, reduce
hospital readmissions, and effectively prepare the patient for self-care management
outside the healthcare setting.
Leaning influences in the older adult
 Sensory perceptions ( hearing, seeing, touching)
 Energy level
 memory
 affect
 risk-taking ability
 response time
 Cultural background
 Disability
 Stress
 Health literacy level
Maximizing learning in the older adult
 Personalized goals
 Cueing
 Positive reinforcement
 Pacing with rest periods
 Rehearsing
 Time for questions
  Relaxed environment
 Flexibility
 Provide purposed of teaching
 Establish rapport
 Material easy to read
SUMMARY
For nurses, it is important to understand the specific and varied tasks associated with each
developmental stage to individualize the approach to education in meeting the needs and
desires of clients and their families. Assessment pf physical, cognitive and psychosocial
maturation within each developmental period is crucial the appropriate strategies to facilitate the
teaching learning process.
The younger learners, in many ways, very different from the adult learner. Issues of dependency,
extent of participation, rate of and capacity fir learning, and situation and emotional
obstacles to learning vary significantly across the various phases of development. Readiness to
learn in children is very subject centered highly influenced by their physical, cognitive, and
psychosocial maturation.
By comparison, motivation to learn in adults is very problem centered and more oriented to
psychosocial tasks related to roles and expectations of work, family, and community activities.
For client education to be effective, the nurse in the role of educator must create an
environment conductive to learning by presenting information at the learner’s level,
inviting participation and feedback, and identifying whether parental, family, and/or peer
involvement is concert with the client, they must facilitate the teaching learning process by
determining what needs to be taught, when to teach, how to teach, and who should be the
focus of teaching based on the developmental stage of the learner.

IMPLEMENTING A HEALTH EDUCATION PLAN

Activity Based Strategies

There were was nine
1. Lecture
2. Group discussion
3. One-to-one instruction
4. Demonstration and return demonstration
5. Gaming
6. Simulation
7. Role play
8. Role model
9. truction
Computer Teaching Strategies
Computer-based learning, also known as computer-aided instruction, is the term used for any
kind of learning with the help of computer.
Computer-based learning makes use of the interactive elements of the computer applications and
software and the ability to present any type of media to the users.
Computer-based learning has many benefits, including the advantage of users learning at their
own pace as well as learning without the need for an instructor to the physically present.
TYPES:
Tutorials
 Tutorial software provides information about diverse topics, essentially taking on the role
of instruction. In many cases, the technology quizzes and evaluate the students’
comprehension of the subject matter using an interactive process and delivering feedback.
Gamified Learning:
 This type uses gamified approach to help student learn the material. Through an
interactive process, students may advance to new levels after demonstrating that they’ve
grasped certain concepts or receive reward along the way.
Practice:
 Practice technology applies a digital approach to traditional methods of learning content,
such as flashcard. The technology, for example, might quiz learners on different concepts.
Demonstrations:
 Demonstrations tap into different senses, like visual and auditory, to present facts,
information, concepts, and more. In some cases, students can become immersed in the
experience, as is often the case with virtual of augmented reality technologies, both of
which are used in teaching and learning.
PROS OF COMPUTER-ASSISTED LEARNING
Students and Instructors Can Receive Real-Time Feedback
 Computer based learning reveals solutions and assesses student performance immediately.
 Immediate feedback to the learner
 Providing analytics that go a step beyond to help students improve. The learning process
is more interactive and engaging.
 Computer based learning takes on many different forms, and each one is meant to engage
learners. It is usually interactive, too, which involves students and makes them agents of
their own learning, increasing their stake in the education process.
Learning can be More Personalized
Many computer-based learning programs adjust the approaches based on the individual leaner’s
progress.
 A more personalized approach leads to both a higher level of engagement and stronger
learning outcomes.
Technology can fill the Gaps for students with learning differences
 Computer-based learning has implications for students with a range of learning
differences, too, giving greater access to those with different educational and learning.
CAL Can Become a Distraction
 When students use CAL tools classroom, they may well have trouble focusing on the live
teaching taking place.
It’s expensive
 In many cases, technology is expensive. CAL solutions may be difficult to purchase and
implement because of the cost barrier associated with them. This is especially true when
the tools are custom-built for a particular audience, although educators should keep in
mind that there are some more cost-effective solutions.
Software can Become Outdated Quickly
 With frequent advances in technology and reassessments and reconceptualization of
material and content, there is a risk of applying technologies that could be irrelevant or
outdated quickly.
There’s a Risk of Over-Dependence on the Technology
 CAL should augment instructor efforts, not replace them. While there are some contexts
in which technology may play in greater role, the tools and live instruction often go hand
in hand.
 Moreover, some teacher may feel that they have trouble finding tools that meet their
lesson plan needs and attempt to alter their lessons accordingly.
COMPUTER TEACHING STRATEGIES
In the best cases scenario, computer-assisted learning benefits and enhances instruction. But that
doesn’t mean that it’s without its flaws.
Ideally, instructors will find a balance between using technology to improve and supplement
their own teaching, supporting both learners and teachers in education.
DISTANCE LEARNING
- Is a way of educating students online? Lectures and learning materials are sent over the
internet. Students work from home, not in a classroom
 There are many excellent benefits of distance learning example are:
1. Proves less expensive to support
2. Not limited by geography

Due to the coronavirus, distance learning typically a style of teaching utilized by colleges and
universities is now being adopted by elementary and high school students as well. Entire school
districts and campuses are being forced to create online-based learning opportunities and do it
effectively.
This approach could disadvantage some students
1. Students with limited computer or internet access may struggle
2. Students who need extra help with motivation and organization may also struggle when
they are removed from a traditional classroom environment.
TWO MAIN CATEGORIES:
- Synchronous
- Asynchronous
Synchronous
- Means at the same time. It refers to a method of education delivery that happens in real-
time. It requires live communication online. It uses technology, such as teleconferencing,
to achieve this
- Improves lees flexible than other forms of distance learning. After all, students must meet
with their instructor and sometimes their classmates at pre-scheduled times.
- This approach limits the student’s ability to learn at their own pace. It may frustrate some
learners who crave the freedom of the asynchronous classroom.
Asynchronous
- As for asynchronous distance education? Students receive clusters of weekly deadlines.
They have the freedom to work at their own speed.
- Asynchronous distance learning comes with more opportunities for student interaction.
- Students can access course content beyond the scheduled meeting or class time and
interact online conversations, quizzes , or video comments on their own scheduled
- Both faculty and students benefit from the flexibility of asynchronous learning as it
allows them to create and consume content when it’s convenient for them.
TYPES OF DISTANCE LEARNING
1. Video Conferencing
2. Hybrid distance education
3. Open schedule online courses
4. Fixed-time online courses
Video conferencing
- Is a traditionally a meeting where two or more participants use video to connect over the
internet. This is a form of synchronous communication. Using tools like zoom,
blackboard collaborate, adobe connect, or other conferencing software, teachers and
students interact together no matter where they are located.
- Enhances student-instructor interactions and provides a structure for lesson planning. It
remains component of distance learning.
Hybrid distance education
- Combines synchronous methods. Students receive deadlines to complete assignments and
exams. Then, they work at their own pace.
- They submit assignments through online forums. They maintain contact with their
instructor. Yet, they work at their own pace. As student progress, they gain access to new
modules.
- Who thrives with hybrid distance education? Student that love independence.
Open schedule online courses
- Under the asynchronous category, you’ll find open schedule online instruction. Such
courses provide students with plenty of freedom. To complete coursework, students
receive.
 Inline textbooks
 Bulletin boards
 Emails
 And more
- Student are given a set of deadlines. Then the instructor sets them free to work at their
own pace. Students who value learning independently excel with this format. It requires
significant self-discipline and motivation, though.
- Student who lack the right skill set may find this approach daunting. They may feel
overwhelmed by the presentation of material. They may lack the motivation to work
through the course in an effective way.
Fixed-time online courses
- What’s the most common format for distance learning? Fixed-time online courses.
- How do they work? Students log-in to the learning site at designated times. They must
complete pre-scheduled classroom activities at a specific pace.
- These activities often include chats and discussion forums. Fixed time online courses
encourage student interaction. But there’s little room for-pacing.

BENEFITS OF DISTANCE LEARNING

There are many distance learning benefits. They vary by synchronous or asynchronous course
structures. The advantages include:
 Self-inspiration
 Flexibility to choose
 Adaptability and freedom
 Easy access
 Earning while learning
 Money and time savings
 Virtual trips
 Communication with other educational institutions
DISADVANTAGES OF DISTANCE LEARNING
 Students face a higher risk of online distraction. Without face to face meeting, students
can lose track of deadlines and motivation.
 Student who work well on their own easy surmount these obstacles. Students who have
trouble prioritizing may stumble. So will those who lack organizational and scheduling
skills.
 Distance learning comes with hidden student costs, too. These expenses include:
- Gaining access to a reliable computer
- Having an internet connection
- Buying a web camera in some instances
- Computer maintenance
- Utilities (electricity for internet services)
 Not all students have access to these resources. Distance learning can put them at a
distinct disadvantage.
 A slow internet connection will hamper a student’s ability to participate online. They may
lack the bandwidth to watch videos or teleconference.
TEACHING PSYCHOMOTOR SKILLS
Psychomotor skill development is crucial to good patient care. Psychomotor skills are used to
provide patient care and ensure the safety of the member of the team.
Five level of psychomotor skills
1. Imitation
2. Manipulation
3. Precision
4. Articulation
5. Naturalization
imitation
1. Students repeats what is done by the instructor
2. See one, do one
 3. Avoid modeling wrong behavior because the student will do as you do
4. Some skills are learned entirely by observation, with no need for formal instruction.
Manipulation
1. Using guidelines as a basis or foundation for the skill
2. May make mistakes. Making mistakes and thinking through corrective actions is a
significant way to learn
3. Perfect practice makes perfect. Practice of a skill is not enough, students must perform
the skill correctly
4. The student begins to develop his or her own style and techniques. Ensure students are
performing medically acceptable behaviors
Precision
1. The student has practiced sufficiently to perform skill without mistakes
2. Students generally can only perform the skill in a limited setting. Example student can
splint a broken arm if patient is sitting up but cannot perform with same level of precision
if patient is lying down.
Articulation
1. The student is able to integrate cognitive and effective components with skill
performance
a. Understands why the skill is done a certain way
b. Knows when the skill is indicated
2. Performs skill proficiently with style
3. Can perform skill in context. Example student is able to splint broken arm regardless of
patient position
Naturalization
1. Mastery level skill performance without cognition
2. Also called muscle memory
3. Ability to multitask effectively
4. Can perform skill perfectly during scenario, simulation, or actual patient situation

MOTIVATION
- A student motivation has a positive influence on the development of psychomotor skills.
Motivation is the major step in the teaching process.
Strategies in increasing motivation
1. Use a variety of psychological strategies based upon personal goals and interests, values
of the skill, and personal challenge.
2. Arouse curiosity by presenting a navel idea or a puzzling problem.
 3. Set challenging, yet obtainable standards for each student
4. Provide feedback and reinforcement
5. Take advantage of natural tendencies to compete
Demonstration
- Actual demonstration has been widely viewed as the most appropriate strategy for
teaching skill development. Filmed demonstrations have also been found to enhance
psychomotor skill development also concluded that demonstrations improve technique,
confidence, and understanding of successful performance.
1. Demonstration enhance psychomotor skill acquisition
2. The higher the status of the person presenting the demonstration, the greater the influence
of the demonstration on the student’s skill acquisition
3. Task should be broken down into subunits for teaching purposes. The skill involved in
each subunits should be demonstrated in sequence, allowing students to practice in each
subunits before moving to the next.
4. Demonstration can help reduce anxiety over performing unfamiliar skills.
Physical practice
Practice may be defined as repetition with the intent of improved performance. Actual practice of
a manipulative skill effectively is essential to acceptable performance. Furthermore, actual
performance of a skill effectively reduces the fear and anxiety that accompanies the performance
of many skills.
1. Short, frequent practice session over a long period of time are most effective.
2. Practice sessions must be long enough to allow improvement, and the time period
between sessions must be short enough to prevent forgetting
3. Performance curves tend to reveal that improvement is usually fastest initially, with a
plateau of performance reached after some time.
Research evidence suggests, however, that these plateaus are primarily due to student’s stopping
at their own acceptable levels of performance, rather than to any physical limitation.
Mental practice
-may be defined as covert rehearsal of a skill step by imaging oneself performing the skill step
and feeling one’s way through the movement. Weinberg 1982 cited early research that showed a
strong relationship between mental practice and muscular stimulation.
TEACHING PSYCHOMOTOR SKILLS
The early stages of psychomotor skill acquisition are primarily cognitive in nature. During this
stage, teachers need to help their students think through the mechanics of performance.
Although mental practice has been found to enhance skill acquisition at any time, it is most
effective during the cognitive stages
Research has also shown that mental practice alone, if it follows a demonstration or videotape of
the skill being performed, does enhance skill acquisition.
The following are guidelines for the use of mental practice to improve skill.
1. Students must be familiar with the task trough prior experience, demonstrations, or visual
before using mental practice techniques
2. Students need instruction in the use of mental practice
3. A combination of physical and mental practice should provide the greatest performance
gains
4. Simple skills, or complex skills broken down into subunits, are best suited for mental
practice.
5. Students should perform mental practice in their own time and place.
6. Mental practice sessions should last no longer than five minutes.
Feedback
- Feedback, or information provided to students regarding their performance result, is
essential in psychomotor skill development.
The following conclusions regarding feedback and its effect on the skills acquisition:
1. The rate of skill improvement depend upon the precision and frequency of knowledge of
results.
2. A delay in providing this knowledge does not affect skill acquisition. However, feedback
is important especially in the early stages of practicing a skill.
3. Withdrawal of knowledge of results decreases performance in the early stages of skill
development but does not affect performance in the late stages.
4. A variety of type of feedback should be provided including visual, verbal, and kinesthetic.
Increasing Retention and Transfer of Skills
Retention may be defined as the persistence of proficiency on a skill after a period no practice
The most important factor in retention is the degree of initial proficiency.
Learners should also practice a skill as soon as possible after the demonstration is given. Events
occurring between the demonstration and practice session tend to reduce retention

Transfer is the application or performance of previously learned skills in other places or setting.
1. Positive transfer is most likely when similarities between practice (learning) and
performance (application) sessions are high.
2. Practice should be completed on task that parallel in difficulty and design those in
transfer settings.
3. Discussion of various examples during the practice stage aids in the transfer of principle
and practices
 4. Specific tasks should be practiced in relationship to the complete task. Otherwise, only
isolated parts of the task may be positively transferred.
5. As in retention, transfer is greatest with high levels of initial task proficiency.
The teaching process
The most highly regarded approach to teaching psychomotor skills involves several phases,
including:
1. Motivating students
2. Demonstrating the skill
3. Furnishing student practice
4. Providing appropriate feedback on performance
Steps for psychomotor teaching process
1. Create interest through the use of questioning and discussion of a puzzling problem or
aspect of the skill to be developed. This brings students to a psychological feeling that
they need to know more and that they need to become more able.
2. Ask student to describe the appropriate steps in performing the skill. Correct errors and
explain changed that must be made.
3. Discuss how each step of the skill should be performed, and have the class prepare a set
of brief, simple directions for the process. Students will learn more from a demonstration
if the how’s and why’s have been discussed beforehand.
4. Provide, a demonstration of the skill. Involving students mentally and physically
throughout the demonstration will increase its effectiveness. Steps to be performed
should be demonstrated in proper sequence and explained simultaneously.
5. Have students practice the skill. Upon completion, placed two finished products before
students and ask which is better and why. Lead the group in the development and
acceptable standards by which future performance should be judged.
6. Provide alternating sessions of practice and evaluation until the desired ability level is
reached.
CLINICAL TEACHING
- IS AN INDIVIDUALIZED GROUP teaching to the nursing student in the clinical area
by the nurse educators, staff and clinical nurse managers?
- In preparation of professional practice
- The clinical setting is the place where the students come in contact patient or consumer
for the purpose of testing theories and learning skill
- Teaching in clinical setting is challenge that is different from those encountered in the
classroom
- Like any other skills based profession, nursing also requires the development of
relationship between and practice.
- Principle of clinical teaching
- Clinical education should reflect the nature of the professional practice
 - Clinical teaching is supported by climate of mutual trust and respect
- Clinical teaching and learning should focus on the essential knowledge, skills and attitude.
Purpose of clinical teaching
1. To provide individualized care in a systematic, holistic approach
2. To develop high technical competent skill
3. To practice various procedures
4. To collect and analyze data
5. To develop communication skills and maintain interpersonal relationship
6. To maintain high standard of nursing practice to become independent enough to practice
nursing.
7. To develop, cognitive, affective and psychomotor skills
8. To learn various diagnostic procedure
9. To learn various skills in giving health education techniques to the client
10. To develop proficiency in carrying

class room teaching Clinical teaching

Large group Small group
- No focus on patient - Focus on patient
Knowledge Application of knowledge
- Theoretical framework - Clinical reasoning
Teacher/students ratio is large Teacher/students ratio is small
- Passive student - Active student
Less interactive More interactive

Different places, different approaches

Compared the average classroom, the clinic is a labile and fast-paced environment. As a result,
there are differences between the kinds of teaching and learning that the place in the classroom
and the clinic

Classroom teaching Clinical teaching

What is being asked
What the learner
demonstrates
What competence is assessed
The primary method of
teaching
Method and site of learning
What do you know?
Demonstrate knowledge and
skills
Comprehensiveness and
accuracy of knowledge and
skills
Working from genera
principles to some examples
Homework and white board
How do you apply it?
Problem solve in particular
contexts
Selective and context
appropriate application of
knowledge and skills
Working from specific
examples to general
principles.
Bedside practice

CLINICAL TEACHING
 Type of clinical teaching method
 Bedside clinic- carried out by the group by visiting the patient at bedside in order to
study problems associated with a particular disease or disorder.
 Nursing rounds- a tour of the patient bedside area made by a small group of staff and
students
 Nursing shift reports- written or oral summary of the nursing actions taken in relation to
patients care. Otherwise known as endorsements.
 Nursing care conferences- a process in which group discussion is made using problem
solving tecqnues to determine ways of providing care for the patient to whom students
are assigned as part of the their clinical experience.
 Demonstration – teaches by exhibition and explanation. Relate to demonstration of a
skill by an instructor
 Nursing care studies- methods which focuses on information and facts about the patient,
the disease condition, social and personal history and the application of this knowledge in
rendering nursing care. Refer back to CASE STUDY and case presentation.
 Process recording- it is a written account of verbatim recording of all that offers students
with the opportunities to apply their theoretical knowledge or previous learning into
practice in a controlled situation under the guidance and supervision where no client is.
Think skills laboratory return demonstration.
 Nursing assignment- it is the part of learning experience where the students are assign
with patient or other activities concerning to patient in a skills laboratory.
 Field trip- it is a will organized trip from a usual place for teaching purpose. Field trips
give natural stimulation and motivates the learner to be more interactive and creative.
CLINICAL LEARNING CYCLE
Preparatory- laboratory- briefing- clinical practice- debriefing- follow up evaluation
Question 1
 Which of the following choices are the major components of an instructional
material
Response: Delivery System
Response: Content
Response: Presentation

Question 2
Learning in this domain includes attainment of information and addressing the
development of the student’s mental abilities and capabilities
Response: Cognitive Domain

Question 3
It is known to be Certain, Concrete and a One-Dimensional Behavior which is
usually achieved at the end of a session
Response: Objective

Question 4
The following are types of simulation. Except
Response: Analog simulations

Question 5
Which of the following levels are governed by Attitude and feelings according to
Menix? Select all that applies
Response: Intrapersonal level
Response: Interpersonal level
Response: Extra-personal level

Question 6
A systematic and continuous process by which the significance of something is
judged
Response: Evaluation

Question 7
There are 5 out of the 8 elements in a teaching plan in the following choices.
Select all that apply
Response: Purpose
Response: Statement of the overall goal
Response: List of objectives
Response: Method(s) used to evaluate learning
Response: Time allotted for the teaching of each objective

Question 8
The following are barriers to evaluation. Except
Response: Lack of data

Question 9
Select 5 concept for teaching across methodologies
Response: Give positive reinforcement
Response: Be organized and give direction
Response: Elicit and give feedback
Response: Use questions
Response: Know the audience

Question 10
The following are levels in the cognitive domain. Except
Response: Responding Level

Question 11
Robert Meager pointed out 3 major advantages in writing clear objectives. Select
those 3 in the following choices
Response: They supply the solid foundation for the selection or design of
instructional content, procedures, and materials
Response: They provide learners with manner to organize their efforts to reach
their targets
Response: They help work-out whether an objective has, in fact, been reached

Question 12
 The following are your advantages when doing a “one-to-one instruction” except
Response: Deprives learners of the opportunity to identify with others and share
information, ideas, and feelings with those in like circumstances

Question 13
An incremental approach to sequencing discrete steps of a procedure by
slowing down the pace of performance, exaggerating some of the steps, or
breaking lengthy procedures into a series of shorter steps
Response: Scaffolding

Question 14
This type of objective is used to identify intentional outcomes of the learning
process
Response: Educational Objectives

Question 15
The following are major variables in making appropriate choices for instructional
materials. Except
Response: Characteristic of the teacher

Question 16
Group Discussion is known as a method of teaching whereby learners get
together to actively exchange information. Which one of these is not considered
to be under the said teaching method?
Response: Board Meeting

Question 1
The most common psychosocial tasks of the older adult involve changes in lifestyle and
social status based on the following circumstances include the following except
Correct answer: Establishing his/her value in the society

Question 2
The unconscious goals of adolescents include the need to do the following except:
Correct answer: Establish intimate relationships and respond to sexual urges

Question 3
The ability to give and receive information would fall under what phase in the different
phases of learning?
Correct answer: Interdependence

Question 4
The question "what's in it for me?" is an important question to be answered in
pedagogy.
Correct answer: False

Question 5
The following are expected characteristic developments of infants and toddlers except:
Correct answer: A. Delayed gratification is fully established

Question 6
Use of analogies is an effective approach in teaching and training toddlers
Correct answer: False

Question 7
Written materials and a formal type of education is encouraged in teaching and training
older adults.
Correct answer: False

Question 8
Older adults have the tendency to have BETTER short term memory than long term
memory.
Correct answer: False

Question 9
Schemas are considered as the building blocks of knowledge.
Correct answer: True

Question 10
Children in education show the following characteristics except:
Correct answer: Ability to serve as a knowledgeable resource

Question 11
Common behaviors of Early Childhood include the following except:
Correct answer: Imaginary audience

Question 12
The child is the primary audience for teaching and training during the infancy and
toddlerhood stage of development.
Correct answer: False
Question 13
Teaching strategies for infants to toddlerhood include the following except:
Correct answer: Focus delivery of the teaching to the child

Question 14
The following are appropriate teaching strategies to Early Childhood except
Correct answer: Keep teaching sessions short with long intervals to allow practice

Question 15
Lack of experience makes the child a valuable source of information or as a
knowledgeable resource.
Correct answer: False

Question 16
Dialectical thinking is common among adolescents.
Correct answer: False

Question 17
Which teaching strategy is appropriate for middle and late childhood?
Correct answer: Allow school-aged children to take responsibility for their own health
care

Question 18
The following are contextual influences except:
Correct answer: Normative peer graded

Question 19
Personal fable is common among older adults.
Correct answer: False

Question 20
In the context of health education, the saying "You can't teach old dogs new tricks" is
an established fact.
Correct answer: False

Question 1
An individualized or group teaching to the nursing student in the clinical area by the
nurse educators, staff and clinical nurse manage
Correct answer: Clinical Teaching

Question 2
One Consequence of Computer teaching strategy is?
Correct answer: Software Can Become Outdated Quickly

Question 3
The following choices is considered to be types of distance learning. EXCEPT.
Correct answer: Scaffolding

Question 4
It’s also called “muscle memory”.
Correct answer: Naturalization

Question 5
The following choices is the difference of clinical teaching from class room teaching,
which one is NOT?
Correct answer: Autonomy vs. Shame and Doubt

Question 6
Which of the following is considered an advantage of computer teaching strategies?
Correct answer: Learning Can Be More Personalized

Question 7
It is a general plan or scheme to achieve an objective.
Correct answer: Teaching Approach

Question 8
One of the following choices is NOT a purpose of Clinical Teaching.
Correct answer: To impress your crush

Question 9
The following is part of your AUDIO-VISUAL EDUCATION. EXCEPT.
Correct answer: Telephone

Question 10
In computer teaching strategies, when we say “Students and Instructors Can Receive
Real-Time Feedback” we mean?
Correct answer: Computer based learning reveals solutions and assesses student
performance immediately

Question 11
Which of the following choices is a type of your computer teaching strategies?
Correct answer: Gamified Learning

Question 12
A teaching method where an instructor is the central focus of information transfer.
Correct answer: Lecture

Question 13
Which of the following choices is NOT true when it comes to demonstrations?
Correct answer: Are two-dimensional objects that serve as useful tools for a variety of
teaching purposes

Question 14
In Bloom’s taxonomy, which of these choices is NOT one of the six categories?
Correct answer: Skills

Question 15
The 2 main categories of distance learning are _____& ______.
Correct answer: Synchronous, Asynchronous

Question 16
Which of the following is NOT part of the 5 levels of psychomotor skills?
Correct answer: Include humor

Question 17
Which of the following is NOT a component of instructions?
Correct answer: List of objectives

Question 18
It is the part of learning experience where the students are assign with patient or other
activities concerning to patient in a skills laboratory
Correct answer: Nursing Assignment

Question 19
It is an approach to learning that involves confronting students with real-life problems
that provide a stimulus for critical thinking and self-taught content.
Correct answer: Problem Based Learning

Question 20
Which is a type of clinical teaching method where it is carried out by the group by
visiting the patient at bedside in order to study problems associated with a particular
disease or disorder?
Correct answer: Bedside Clinic

Question 21
Defined as covert rehearsal of a skill by imaging oneself performing the skill step by
step.
Correct answer: Mental practice

Question 22
Which of the following is NOT part of your computer teaching strategy types?
Correct answer: Gaming

Question 23
When the learner has practiced sufficiently to perform skill without mistakes. The
learner is exhibiting which level of psychomotor skills?
Correct answer: Precision

Question 24
Classes in which the instructor incorporates engagement triggers and breaks the
lecture is called _______.
Correct answer: Interactive Lectures

Question 25
Refers to a method of education delivery that happens in real-time.
Correct answer: Synchronous

Question 26
It is an instruction where particular attention is paid to the audio and visual presentation
of the material with the goal of improving comprehension and retention.
Correct answer: Multimedia Based Education

Question 27
Which is a disadvantage when it comes to distance learning?
Correct answer: Slow internet connection

Question 28
In Bloom’s taxonomy, it means the use a concept in a new situation
Correct answer: Application

Question 29
One of these choices is considered to be an advantage when it comes to the benefits
of distance learning, that would be _______.
Correct answer: Earning while learning

Question 30
Which of the following is NOT a type of HEALTH TEACHING APPROACHES?
Correct answer: Inductive Approach

National League of Nursing Education (NLNE) now known as National League for
Nursing (NLN) observed the importance of health education as a function within the
scope of nursing practice.
-t

Question 2
Health Promotion is defined as a behavior motivated by the desire to increase well-
being and is actualized by human health potential.
t

Question 3
Disease or illness Prevention is described as except for:
-later detection

Question 4
In early 1900’s, patient teaching has been recognized as an independent nursing
function.
-t

Question 5
SDG 2030 includes the following goals except for:
-promote exercise

Question 6
In the Sustainable Development goals or SDG, there were 185 nations that agreed with
the United nation to change the world for the better.
-f

Question 7
PRECEDE-PROCEED model is a participatory model for creating successful
community health promotion and other public health interventions.
-t

Question 8
 One trends and issues in health education is that Continuing education has come to the
forefront as a potential answer to the challenge of ensuring the competency of
practitioners.
-t

Question 9
Nurses celebrate its International Nurses day annually on May 13.
-f

Question 10
Nurses are expected to provide instruction to clients to assist them to except for:
-treat

Question 11
The following are descriptions of Pender’s Health Promotion Model except for.
-encourage

Question 12
According to Pender, The health profession, in other words, is useless unless
individuals reform their own lives and perception of what is healthy.
-t

Question 13
In 1800’s, the focus was not only of nurses taking care of the sick but also it focused on
the educating other nurses for professional practice.
-t

Question 14
The Green precede and proceed model is multidimensional and is founded in the
social/behavioral sciences, epidemiology, administration, and education.
-t

Question 15
Among the major causes of morbidity and mortality are those diseases now recognized
as being lifestyle-related and preventable through educational interventions.
-t

Question 16
The name of the school of Nursing of Florence Nightingale was Nightingale School of
Nursing which was founded on 1816.
-f
Question 17
PRECEDE is based on the premise that as a medical diagnosis precedes the following
except for:
-evaluatio

Question 18
Grueninger revealed in 1995 the transition towards illness from POPE TO DOPE TO
HOPE .
-f

Question 19
In this framework, Pender’s health promotion theory is created on the premise that
health behavior is regarded as being influenced by both individual and environmental
factors.
-f

Question 20
The most important contribution of Florence Nightingale was her teaching on the
Importance of proper conditions in hospitals and homes to assist patients in maintaining
adequate nutrition, fresh air, exercise, and personal hygiene to improve their well-being.
-t

Question 1
Which of the following developmental stages is characterized by solving hypothetical
problems and causality?
Correct answer: Pubescent

Question 2
The inherent learning task in this developmental stage is advancement in the child's
ability to think:
Correct answer: School age

Question 3
The following are factors influencing intellectual development. Which one refers to the
biological changes in individuals resulting from interaction of their genetic make-up with
environment?
Correct answer: Maturation

Question 4
Which of the following teaching principles is the passing of traits from parents to
offspring?
Correct answer: Hereditary endownment principle

Question 5
Which of the following approaches to teaching skills duplicates the real situation?
Correct answer: Simulation

Question 6
Which of the following developmental stages of learners is characterized by adjusting
to loneliness?
Correct answer: Late adulthood

Question 7
Which of the following is the process of providing learning materials, activities, and
experiences for learners to facilitate self-reliant behavior?
Correct answer: Teaching

Question 8
Which of the following learning task is inherent in Toddlers?
Correct answer: Language development occurs

Question 9
Which of the following factors influencing intellectual development is NOT included:
Correct answer: Disciplinary knowledge

Question 10
The nurse as a health educator, provides information geared towards the following
EXCEPT:
Correct answer: Development on non-reliant behavior

Question 11
The acquisition of knowledge such as habits, values, abilities, and skills is referred to
as:
Correct answer: Learning
Question 12
The child in this developmental stage first develops tuning and motor capabilities:
Correct answer: Infancy

Question 13
Which of the following factors influencing intellectual development involves feelings and
emotions as learners interact with environment?
Correct answer: Experiences

Question 14
The following statements are teaching-learning principles with regards to faculty-
student relationship EXCEPT:
Correct answer: Promote passive learning

Question 15
Which of the following approaches to teaching skills is a method by which teacher
makes a direct display of the skills?
Correct answer: Demonstration

Question 16
Which of the following categories of learners according to individual differences is
determined by genetics and environment?
Correct answer: Intelligence or aptitude

Question 17
Which of the following represents the qualitative changes in an individual as evidenced
by intellectual, emotional, and physiological capabilities?
Correct answer: Development

Question 18
Which of the following developmental stages the learner has poor sense of time?
Correct answer: Toddler

Question 19
This refers to the quantitative changes in terms of learning:
Correct answer: Growth

Question 20
Which of the following refers to the act of providing information and learning
experiences for client's health betterment?
Correct answer: Health Education

Question 1
The ideational learning is pursued by the following EXCEPT:
Correct answer: Empathy

Question 2
Which of the following statements is defined as the time when learners demonstrate an
inherent interest in learning?
Correct answer: Readiness to learn

Question 3
Which of the following stages of learners know what they know, understand how they
learn, and are motivated to learn more?
Correct answer: Expert learner

Question 4
Verbal or linguistic intelligence is also referred to as:
Correct answer: "Word smart"

Question 5
This statement refers to the immediate conscious reaction to the stimulation of a sense
organ:
Correct answer: Perception

Question 6
Which of the following types of motivation occurs when learners want to learn for the
sake of learning?
Correct answer: Intrinsic motivation
Question 7
Persons who are considered good in visual and mental manipulations of objects has:
Correct answer: Spatial intelligence

Question 8
Which of the following behavioral attitudes in emotional intelligence allows a person to
interact appropriately in a given situation?
Correct answer: Social skills

Question 9
Which of the following is the quantitative changes in terms of learning?
Correct answer: Growth

Question 10
Which of the following stages of learning possesses little or no ability to put ideas into
practice in a reliable way?
Correct answer: Novice learner

Question 11
Which of the following major types of learning produces facts, meanings, principles,
and generalizations?
Correct answer: Ideational learning

Question 12
Which of the following refers to attitudes, customs, traditions, or beliefs that
characterize a social group and handed down from generation to generation?
Correct answer: Culture

Question 13
Which among the categories of learners according to individual differences has
learning and adjustments difficulties?
Correct answer: At-risk students

Question 14
 The following are methods to assess learning needs, which among them is soliciting
the learners point of view?
Correct answer: Structured interview

Question 15
The product of emotional learning are the following EXCEPT:
Correct answer: Cognition

Question 16
Which of the following learning styles by Kolb prefers concrete experience and learners
perform better in brainstorming and research?
Correct answer: Diverger

Question 17
Which of the following statements is the keystone to emotional intelligence?
Correct answer: Self- awareness

Question 18
Which of the following is defined as the gaps in knowledge that exist between a desired
level of performance to the actual performance?
Correct answer: Learning needs

Question 19
Which of the following is a proposition of values that is a guide for behavior or
evaluation?
Correct answer: Principle

Question 20
Who among the theorists/educators proposed the 8 multiple intelligences?
Correct answer: Howard A. Gardner

Question 1
_____ “refers to a limited class of negligent activities committed within the scope of
performance by those pursuing a particular profession involving highly skilled and
technical services
Response: Malpractice
Correct answer: Malpractice
Score: 1 out of 1 Yes

Question 2
EBP is an incorporation of the best evidence available, nursing expertise, and the
values and preferences of the patients, individuals, families and communities we served.
Response: True
Correct answer: True
Score: 1 out of 1 Yes

Question 3
If it is not documented, it is not done.
Response: True
Correct answer: True
Score: 1 out of 1 Yes

Question 4
_____ refers to privileged information or to a social contract or covenant in legal terms.
The nurse–patient relationship is considered to be privileged.
Response: Confidentiality
Correct answer: Confidentiality
Score: 1 out of 1 Yes

Question 5
At least leave one space in between entries
Response: False
Correct answer: False
Score: 1 out of 1 Yes

Question 6
As nurses, we have the responsibility to correct and change another person’s entry if it
is incorrect.
Response: False
Correct answer: False
Score: 1 out of 1 Yes
Question 7
Documentation serves as a permanent record of client’s information or care
Response: True
Correct answer: True
Score: 1 out of 1 Yes

Question 8
EBP is an incorporation of the best evidence available, nursing expertise, and the
values and preferences of the patients, individuals, families and communities we served
Response: True
Correct answer: True
Score: 1 out of 1 Yes

Question 9
_____ is the law requires, either at the time of hospital admission or prior to the
initiation of care or treatment in a community health setting, “that every individual
receiving health care be informed in writing of the right under state law to make
decisions about his or her health care, including the right to refuse medical and surgical
care and the right to initiate advance directives.
Response: autonomy
Correct answer: autonomy
Score: 1 out of 1 Yes

Question 10
_____ is the principle of “do no harm,” is the ethical fabric of legal determinations.
Response: Nonmalfeasance
Correct answer: Nonmalfeasance
Score: 1 out of 1 Yes

Question 11
This ruling provided a basis in law for patient education or instruction regarding
invasive medical procedures, including the truth regarding risks or benefits involved in
these procedures . This is called _____.
Response: Veracity
Correct answer: Veracity
Score: 1 out of 1 Yes

Question 12
Give 2 areas of Practice in Nursing.
Response: 1. Arrow nursing
2. Licensed practical nurse
Score: not graded yet

Question 13
_____ is defined as “conduct which falls below the
standard established by law for the protection of others against unreasonable risk of
harm”
Response: NEGLEGENCE
Correct answer: NEGLEGENCE
Score: 1 out of 1 Yes

Question 14
reporting takes place when only 2 people share information about client care either
face to face or any online platforms
Response: False
Correct answer: False
Score: 1 out of 1