Developing a Health Education Plan

What are outcomes?

Outcomes are most defined as the result or impact of an intervention; identified at the start of a
process to show what it aims to achieve and evaluated at the end of the process; are the changes you
expect to result from your plan. Outcome statement described specific changes in your knowledge,
skills, attitudes, and behaviors you expect to occur because of your actions.

Taxonomy of outcomes according to learning domains

Cognitive domain

▪ is known as the ‘thinking’ domain. Learning in this domain involves acquiring information
and addressing the development of the learner’s intellectual abilities, mental capacities,
understanding, and thinking process.

Levels of behavioral outcomes and examples in the cognitive domain

1. Remembering – ability of the learner to memorize, recall, define, recognize, or identify specific
information, such as facts, rules, principles, condition, and terms.
2. Understanding– ability of the learner to demonstrate and understanding of what is being
communicated by recognizing it in a translated form, such as grasping an idea by defining it or
summarizing it in his or her own words.
3. Applying – ability of the learner to use ideas, principle, abstractions, or theories in specific
situations, such as figuring, writing, reading, or handling equipment.
4. Analyzing – ability of the learner to recognize and structure information by breaking it down into
its separate parts and specifying the relationship between the parts.
5. Evaluating – ability of the learner to judge the value of something by applying appropriate
criteria.
6. Creating – ability of the learner to put together parts into a unified whole by creating a unique
product that is written, oral, or in picture form.

Commonly used verbs according to domain classification

Cognitive domain
Remembering: choose, circle, cite, define, identify, label, list, match, name, outline, read, recall, repeat,
report, select, state, tell, write

Understanding: associate, describe, discuss, distinguish, estimate, explain, express, generalize, give
example, locate, recognize, review, summarize

Applying: apply, demonstrate, examine, illustrate, implement, interpret, modify, order, relate, report,
restate, revise, solve, translate, use

Analyzing: analyze, arrange, circulate, classify, compare, conclude, contrast, determine, differentiate,
discriminate, detect, distinguish, question

Evaluating: appraise, assess, conclude, critique, criticize, debate, defend, estimate, evaluate, grade,
judge, justify, measure, rank, rate, recommend, review, score, select, verify

Creating: assemble, arrange, categorize, combine, compile, correlate, create, design, devise, detect,
generalize, generate, formulate, integrate, manage, organize, plan, prepare, propose, recognize, revise,
specify, summarize
 Learning Situation: Administration of an intravenous infusion
Levels Example
Remembering Enumerate the steps of administration of intravenous infusion
Understanding Give example of intravenous site
Applying Demonstrate administration of an intravenous infusion
Analyzing Determine possible complications of intravenous administration
Evaluating Assess his readiness to administer intravenous infusion
Creating Prepare to discuss possible complications of intravenous infusion

Affective Domain

▪ Is known as the “feeling” domain. Learning is this domain involves an increasing

internalization or commitment to feelings expressed as emotions, interest, beliefs, attitudes,
values, and appreciations. Includes emotional and social development goals.

Levels of Behavioral Outcomes and examples in the Affective Domain

1. Receiving level – ability of the learner to show awareness of an idea or fact or a consciousness of
a situation or event in the environment.
2. Responding level – ability of the learner to respond to an experience, at first obediently and
later willingly and with satisfaction.
3. Valuing level – ability of the learner to regard or accept the worth of a theory, idea, or event,
demonstrating sufficient commitment or preference to an experience that is perceived as having
value.
4. Organization level – ability of the learner to organize, classify, and prioritize values by
integrating a new value into general set of values; to determine interrelationships of values; and
to establish some values as dominant and pervasive
5. Characterization level – ability of the learner the values by generalizing certain experiences into a
value system

Commonly used verbs according to domain classification

Affective Domain
Receiving: accept, admit, ask, attend, focus, listen, observe, pay attention

Responding: agree, answer, conform, discuss, express, participate, recall, relate, report, state
willingness, verbalize

Valuing: assert, assist, attempt, choose, complete, disagree, follow, help, initiate, join, propose,
volunteer

Organizing: adhere, alter, arrange, combine, defend, explain, express, generalize, integrate, resolve

Characterizing: assert, commit, discriminate, display, influence, propose, qualify, solve, verify
 Learning Situation: Hand washing technique
Levels Example
Receiving level Accept the importance of handwashing to control spread of infection
Responding Agree that good hand hygiene will reduce the risk of associated
infections
Valuing Initiate awareness that regular handwashing is a must
Organizing Explain the importance of handwashing to keep us from getting sick
Characterizing Display a consistent interest in maintaining good handwashing
technique to control the spread of infection

Psychomotor Domain

▪ Is known as the “skills” domain. Learning in this domain involves acquiring fine and gross motor
abilities such as walking, handwriting, manipulating equipment, or performing a
procedure. To develop psychomotor skills, integration of both cognitive and affective
learning is required.

Commonly used verbs according to domain classification

Psychomotor Domain
Perception: attend, choose, describe, detect, differentiate, distinguish, identify, isolate, perceive,
relate, select, separate

Set: attempt, begin, develop, display, position, prepare, proceed, reach, respond, show, start, try

Guided response, mechanism, and complex overt response: align, arrange, assemble, attach, build,
change, choose, clean, compile, complete, construct, demonstrate, discriminate, dismantle, dissect,
examine, find, grasp, hold, insert, lift, locate, maintain, manipulate, measure, mix, open, operate,
organize, perform, pour, practice, reassemble, remove, repair, replace, separate, shake, suction,
turn, transfer, walk, wash, wipe

Adaptation: adapt, alter, change, convert, correct, rearrange, recognize, replace, revise, shift,
substitute, switch

Origination: arrange, combine, compose, construct, create, design, exchange, reformulate

Learning Situation: Proper use of crutches

Levels Example
Perception Describe the best position to place the crutches
Set Express the willingness to practice the proper use of crutches
Guided response Perform the proper way to use crutches

Mechanism Demonstrate the proper use of crutches

Complex overt Demonstrate the correct use of crutches while accurately performing
response different task
Adaptation Adapt in proper use of crutches

Origination Create different task such as going up stairs, getting in and out of the
car, and using the toilet
 HEALTH EDUCATION PLAN

Outcomes – Cognitive, Psychomotor, Affective

Formulate a plan
Strategies
Evaluation

Learning Situation:

The mother will independently manage post circumcision care for her baby boy.

Outcomes – Cognitive

▪ Identify three reasons to call the doctor or nurse

Examples:
1. Bleeding
2. Weak or absent stream of urine
3. Swollen penis
4. Drainage
5. Baby acts sick or fussier than expected

Outcomes – Psychomotor

▪ Demonstrate procedure for post circumcision care with each diaper change
Examples:
1. Washing of penis
2. Applying petroleum jelly and gauze
3. Diapering baby
Outcomes – Affective

▪ Express concerns about circumcision

care Examples:
1. Summarize common concerns
2. Explore feelings

Formulate a plan:

Following a 20-minute teaching session, the mother will be able to independently manage post
circumcision care for her baby boy.

Strategies:

1. Demonstration – return demonstration

2. Instruction
3. Discussion

Evaluation:

1. Observation of return demonstration

2. Post test
3. Question and answers