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Developing a Health Education Plan Lecture Notes

Bs Nursing (Central Philippine University)

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CENTRAL PHILIPPINE UNIVERSITY

COLLEGE OF NURSING
The First Nursing School in the Philippines, 1906
Iloilo City, Philippines 5000
Tel. No. (63-33) 3291971 to 79 Local 1037 / 2133
Website: http://www.cpu.edu.ph | Email: nursing@cpu.edu.ph

Lecture Notes
NCM 1203 (Health Education)

DEVELOPING A HEALTH EDUCATION PLAN

HEALTH EDUCATION PLAN

 A written or printed course of action that contains health promotion and disease prevention programs
and/or activities for a target individual, group, community or family basing on their health
needs/problems

PLANNING
 process of making thoughtful and systematic decisions about what needs to be done, how it has to be
done, by whom, and with what resources
 The process of generating a teaching plan helps the health educator to:
 Recognize and use methods of learning that involve the client as an active participant.
 Include a list of specific actions or abilities that the client may perform at intervals during the
educational intervention
 Clarify what he/she expects participants to do when the educational intervention is over

TARGET PARTICIPANTS
1. Get background information about the client/participants
 who
 what
 where

2. Conduct needs assessment of the participants

 identify learning needs

TOPIC SELECTION
 based on the identified need/s of the target participants
 Factors to consider:
 Program/activity objectives
 Time allotment
 Avoid cramming too much information and details

I. ELEMENTS
1. Purpose
2. Statement of overall goal
3. List of objectives
4. Outline of content
5. Instructional Methods
6. Time Allotted
7. Resources
8. Evaluation

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II. OBJECTIVES
 act as the guide or compass of the educator in planning, implementation and evaluation of teaching and
learning outcomes
 Types of Objectives:

1. Educational objectives – identify the

intended outcomes of the education
process
Within four years after graduation, alumni of the Nursing
Department shall demonstrate ability to carry out basic and
advance nursing interventions.
2. Instructional objectives – describe the
teaching activities, specific content areas,
and resources used to facilitate effective
instruction
The students will be able to solve four out of five linear
equations,
without the aid of outside materials, in one hour.
3. Behavioral/learning objectives
* action-oriented and learner centered
* intended result of instruction
* what the learner will be able to do after
a learning situation
After the lecture-discussion, students will be able to
recall the four major food groups without error.
1. Educational objectives – identify the
intended outcomes of the education
process

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2. Educational objectives – identify the

intended outcomes of the education
process
a. Educational objectives – identify the intended outcomes of the education process
b. Instructional objectives – describe the teaching activities, specific content areas, and resources
used to facilitate effective instruction
c. Behavioral objectives – describe precisely what the learner will be able to do following a
learning situation
 Goal – desired learning outcome
 Objectives – specific, single, concrete, one-dimensional behavior
 Characteristics:
a. Performance - what the learner is expected to be able to do
b. Condition - situations under which the behavior will be observed
c. Criterion - how well, with what accuracy, or within what time frame the learner must be able to
perform
 SMART (Specific, Measurable, Attainable, Realistic, Timely)
 Taxonomy of Objectives:
a. Cognitive – learning domain
b. Affective – feeling domain
c. Behavioral – skills domain

III. STRATEGIES and METHODOLOGIES

 process of selecting a teaching method requires a prior determination of the behavioral objectives to be
accomplished and an assessment of the learners
 Factors affecting choice of methodologies:
 Objectives and type of learning
 Course content
 Abilities and interests of the teacher
 Learning needs and style of learners
 Number of students in class

IV. RESOURCES
 the tools and aids used to transmit information that supplement, rather than replace, the act of teaching
and the role of the nurse as educator
 Factors to consider:
 Characteristics of the learner
 Characteristic of the medium
 Characteristic of the task
V. EVALUATION
 systematic collection, analysis and reporting of information about health education activities
 based on the learning objectives
 Purpose: Determining the EFFECTIVENESS and EFFICIENCY of the health plan
 Criterion:
 Met
 Partially Met
 Unmet
 Types:
a. Process evaluation

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o assessing the process of your health education implementation and how the work takes
place
b. Impact evaluation
o assessing the immediate effects of your health education activities on the people who
have received health education messages
c. Outcome evaluation
o assessment of some of these measurable long-term outcomes or effects of your health
education activities

Prepared By:

HERME A. BORLADO, MAN

Instructor

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