LESSON 1

IMPLEMENTATION OF HEALTH
TEACHING
LEARNING OBJECTIVES education program works putting in
the practice if you have planned,
1. Define the meaning of
research shows the quality of
implementation of plan program or
implementation plays a significant
health education plan.
part in bringing the outcomes if the
2. Describe the different factors
program is implemented poorly or
affecting implementation.
even moderately well it goes it's
3. Implement the two types of
unlikely to be achieved or the results
evaluation in their health teaching to
will be less significant but high-
their respective participants or
quality implementation success is
audience/ learners.
more likely effectively. Effective
4. Appraise their own health teaching
implemented programs stand a
plan.
better chance in achieving intended
5. Document the proceedings for the
outcomes and producing positive
entire health teaching implemented.
results.
IMPLEMENTATION
FUNDING
• Involves "bringing programs into
• Means the use of money to make the
reality" (according to Green and
program works. Funds are needed to
Simon Morton 1984) that requires
hire staff purchase instructional
consideration of funding, facilities,
materials for (example videotapes,
equipment, scheduling and
slides) funding also needed to
marketing. So, in other words
advertise and market the program
implementation is making our health
for (example through the social

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 media, newspapers, radios and other program is offered to workers who
outlet other information or plans have drinking problems in a room
made known to the public). Without next to the shop of performance
adequate funding the program will be office workers may not sign up for
set up for failure so people the program because of the fear
expectation will not be met and being identified as alcoholic and of
achievement of the program and that effect might have on their
objective will be problematic. promotion, races and other job
factors.
FACILITIES
EQUIPMENT
• For health education to have a
chance of success, facilities should • One way of varying the instruction is
be well ventilated, temperature to use equipment to use sides or
controlled and well lit. Destruction PowerPoint presentation to run
will be kept on minimum and computer health education games or
classroom should be attractive. If the to play audio and video cassettes.
school health education is conducted And this can help enliven in suction
in the gym with basketball bouncing result in more learning. With the
around, it will be difficult and variation of equipment suctional
significant learner to take place due sanction often become boring and
to the noise, if it is conducted ineffectual, health education the ton
adjacent in emergency room. actively involved learners ignore one
Example when health teaching given of the cardinal law of learning and
in the hospitals with a constant that its learners learn ng best by
traveling in and out medical doing.
personnel and other patients
SCHEDULING
learning will also be impaired. Apart
from destruction location of the • This is the time of the day when the

facility can also create a problem. program is conducted which can

Example if an alcohol education significantly influence how

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 successful it will be. Example a work Philippine Nurses Association
site health education program held sometimes recruitment become
during work hours with workers major issue. Why? because budget is
being releases in work task to attend provided to health recruit program
the general be successful than the participants and there should be
program conducted either if their funds for publishing brochures,
work hours and before. A school flyers, announced in the programs,
health education class schedule just advertisement and local newspapers,
after lunch or pe can means students posters hang where prospective
more attentive and more difficult to program participants congregate. In
get on task, than a class schedule at developing marketing strategies
some other time. This is very true for involve community leaders and have
the basic education learners. Health them help identified places to
educators do not always consume announce the program, people who
when their programs are schedules should be notice of this existence and
they should at least take scheduling the manner in which announced be
into account when planning should be stated which community
instructional sessions as strategies needs should be appealed to and
they will employ during these what language should be used in
sessions. making that appeal.

MARKETING EVALUATION

• In some health education settings • Is a process critically examines

recruitment of program participants
is not of concern like for example
when students are required to take
health education in order to graduate
there is no need to advertise and
attract students to it. In other
settings like for example PNA or the
program it involves collecting and
analyzing information about
programs activities. Characteristic
and outcomes it is purpose to make
judgments about the program to
improve the effectiveness and or and
informed programing decisions.

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 ACCORDING TO PAYTONE 1987, • So, the outcome evaluation occurs
EVALUATIONS IS DONE IN ORDER TO after teaching has been completed,
so focus more on measuring long-
1. Determine a program’s effect on its
term change that persist after
participants.
learning experience, changes can
2. Modify the program to better achieve
include instituting a new process
its objectives.
habitual use of new technique or
3. Justify the continued existence of the
approve or a behavior integration of
program.
a new value or attitude, and it
TWO TYPES OF EVALUATION requires greater expertise to develop
1. Outcome Evaluation or Program measurement and date
Outcome establishment, and also ability to
2. Process Evaluation or Educational conduct reliable and valid
Processes comparative data after the learning
experience.
OUTCOME EVALUATION OR
• The sources acquired are more
PROGRAM OUTCOME
costly and sophisticated.
• The purpose of OE is to determine • So, again outcome evaluation the
effects or outcomes of teaching purpose of this is to determine
effort. effects or outcomes of teaching
• An outcome evaluation tells you effort.
whether a program achieved its goal,
GUIDING QUESTIONS
it measures programs result and
determines whether intended 1. Was teaching appropriate?

outcomes were achieved. 2. Did the individuals learn?

• It is also referred as summative 3. Where behavioral objective met?

evaluation because its intent is to 4. Did the patient who learned a skill

some what happened as a result of before discharge use that skill

education. correctly once home?

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• The following our guide questions
and conducting outcome evaluation
the answer for these questions will
be utilized for the nurse or the
teacher in evaluating the outcome of
results of the health teaching
delivered. So, whether it was
effective or not effective at all.
PROCESS EVALUATION OR
EDUCATIONAL PROCESSES
• Process evaluations that determine
whether program activities have
been implemented as intended and
resulted in certain outputs.
• You may conduct process evaluation
periodically throughout the life of the
program and start by reviewing the
activities and output components of
the example logic model results of
the process of evaluation will
strengthen your ability to report on
your program and use information to
improve future activities, it allows
you to track program information
related to who, the what, the when,
and where.
• The question to the sample to whom
ditch you direct the program efforts
what has your program than when
did your program activities take
place, where did your program
activities takes place and what are
the barriers are the facilitators in
implementing of the program
activities.
• The purpose is to make adjustment in
a patient education activity as soon
as they are needed whether those
adjustments be in personnel, be in
materials, facilities, learning out
objectives or even one's own attitude.
• This help the Nurse anticipate and
prevent problems before they occur
identify a problem as they arise.
• It is an ongoing component of
assessment, planning and
implementation.
• Nurses teaching effectiveness the
teaching process and learning
responses are monitored on ongoing
basis.
• While teaching and learning are
occurring learners are also answer
opinion about instructor, learning
objectives, content teaching and
learning methods and the physical
facilities.
•
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 GUIDING QUESTIONS
1. How can teaching be improved to
help patient learn more successfully?
SPECIFIC QUESTIONS
1. Am I giving the patient at time to ask
questions?
2. Is the information I am giving in class
consistent with information included
in the handouts?
3. Does the patient look bored?
4. Is the room to warm?  Should I
include more opportunity for return
demonstration?
• The school of program process
evaluation is limited in breadth and
time period to specific learning
experiences such as group or a
single one on one-to-one interaction.
• Learner's behavior, teacher behavior,
learner-teacher interaction, learner
response to teaching materials &
methods and characteristics of the
environment and all aspect of
learning experiences within the
scope of process of evaluation. The
sources is usually less costly and
more readily available.
DOCUMENTATION
• Documentation help ensure concept
and expectation, it helps to tell the
narrative for the decision made and
how yourself or the client responded
to different situations.
• In this same manner it is also
important to record information that
can help support the proper
treatment plan, and the reason for
such for such services.
• The types of documentation system
used by healthcare agencies
influence the quality and quantity of
patient teaching both informal and
formal teaching.
• These are often done but not written
down because of insufficient time.
• In attention to detail and inadequate
for on which to record the extent of
teaching activities are just example
of this.
• The proper documentation provides
evidence of what has transpired as
well as provides information for
researching discrepancies.
• Supporting documentation may come
in paper or electronic form.
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• In recent years more often, official many of us nurses at one time or
supporting documentation has another have put off work or later.
moved from paper-based to
CRITICAL FOR COMMUNICATION AMONG
electronic forms.
TEAM MEMBERS
COMMUNICATION AMONG
• To provide legal record to support
HEALTHCARE PROVIDERS
quality assurance efforts and to meet
• Documentation is a means of JCAHO or what we you called the
communication that provides critical Joint Commission on Accreditation of
information to other healthcare Healthcare Organizations, standard it
professionals involved in the is a non-profit organization based in
patients. us where its focus is improving
• It also communication among quality patient care.
healthcare providers regarding what • To meet the JCAHO in order to
has been taught needs to be promote continuity of care and to
coordinated, and appropriate it facilitate reimbursement. No special
delegated to teaching that can format or form for documenting
proceed in a timely smooth organized patient education.
and thorough fashion.
LACK OF DOCUMENTATION ALSO
GOOD RECORD KEEPING SHOWS NEGLECT IN CARRYING OUT
ROLE OF THE NURSE AS SPECIFIED IN
• Promote continuity of care through
NURSE PRACTICE ACTS
clear communication demonstrate
the quality of care delivered and also • Documentation can also be critical
provide evidence necessary for any factor in the outcome of lawsuit,
legal proceedings. failure to document not only put other
• While keeping good records is an stuff for at risk of lawsuits, but also
essential professional and legal puts the facility at risk of losing
requirement of being a nurse, we all accreditation, as well as losses the
know that in reality it is a job that

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 Medicare and medicate CASE STUDY ABOUT A PATIENT CLAIMED
reimbursement. THAT A DISTINCT NURSE FAILED TO A
• It is very important that a nurse PAY A VISIT THUS RESULTED TO
provide patient education and then INFECTION
document it appropriately, the old
• We have a case her of about a patient
rule of thumb if instruction is not
claim that the district nurse failed to
documented and suction is not done.
pay a visit this resulted to infection.
So, the lack of documentation shows
The nurse made a contemporary
neglect in carrying out of the nurse
record of her frequent on successful
as specified in the nurse practice.
to visit the patient and five
POOR RECORDS HAVE NEGATIVE unanswered telephone calls.
IMPACT ON CARE DELIVERY AND • Level of detail support the nurse’s
CLINICAL DECISION-MAKING (INAN & narrative of the incident and would be
DINC, 2013) viewed favorably in a court of law.

• Poor records are often reflective of LEGALLY CLAIMING THAT SOMETHING

poor practice this think is often WAS “ALWAYS DONE” HAS NO VALIDITY
exploited in court to the detriment of CUSTOM AND PRACTICE IS NOT A
the nurse in a weakness box. DEFENSE
• Record keeping can become a low
• Legally claiming that something was
priority for busy nurses and patients
always done has no validity, so
often poorly maintained. When
customs and practice is not a
documentation of all aspect of
defense.
patients care including patient
• It is not what you have done but what
education are essential, including
can prove you have done that
patient education.
matters, bear in mind that any aspect
• Written documentation of all aspect
of care viewed as essential, and
of patient care including patient
always carried out by the nurse but
education is essential.
fail to document lives the Nurse
vulnerable to legal proceedings.

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• Please do not forget that. 5. CONTAIN
- Contain means confidential
6 C’s OF RECORD KEEPING
and correct restored records
1. COMTEMPORANEOUS are paramount, so don't switch
- Nursing documentation must off the screen, logoff, store all
be completed as soon as after records keeping to policies
the event, as possible so and procedures.
reliance to memory will not 6. CLAIM
protect you in the weakness - Include your name,
box. designation and sign your
2. CONTINUITY entries if you make an effort
- Produce are only trail, put a single line through the
remember date and time all mistakes and initials it.
entries, identify patient
correctly on each side of the
notes.
3. CORRECT
- Right legal legibly accurate
and factual notes do not
express opinions unless you
have the expertise to
substantiate them, and use on
the recognize abbreviations.
4. CANDOUR
- Preserve patient safety
remember record keeping
does not simply identify a
problem, but also signify
escalation and progression of
care.

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