Developing a Health Plan NCM 102

Learning Outcomes:

▪Manage resources (human, physical, financial, time) efficiently and effectively in

developing of the health education plan.
▪Use appropriate strategies in developing a health education plan.
▪Evaluate the health education plan presented.
Reasons to Construct Teaching Plans

Ensures a logical Communicates in writing Serves as a legal

approach to teaching an action plan for the document that indicates
and keeps instruction on learner, teacher, and a plan is in place and
target. other providers. the extent of progress
toward implementation.
Teaching plan

▪ is a blueprint to achieve the goal and the objectives that have been developed.
▪This plan should indicate the purpose, content, methods, tools, timing and evaluation
of instruction.
▪It should clearly, concise identify the order of these various parts of the education
process.
Basic Elements of a Teaching Plan

•Goal •Objectives •Content

•Purpose statement (sub- outline
objectives)

•Methods of •Time •Resources •Evaluation

teaching allotment for instruction
Sample Teaching Plan is highly recommended it allows the
educator to see all parts of the teaching plan at one time:
 Post circumcision care

Purpose: To provide mothers of male newborns with the information necessary to perform circumcision care.
Goal: the mother will independently manage post circumcision care for her baby boy

Objectives Content Outline Method(s) of Time Resources (Instructional Methods of

Teaching Allotted Materials) Evaluation

Following a 2-minute teaching session, the

mother will be able:

1. Demonstrate procedure for post circumcision care A. Definition of circumcision Demonstration- 10 Written/pictorial flip Observation of
with each diaper change (psychomotor) B. Circumcision care return minutes chart return
1. Washing penis demonstration Infant doll demonstration
2. Applying petroleum jelly Washcloth
And gauze Warm water
Petroleum jelly
3. Diapering baby Gauze
Diaper

2. Identify three reasons to call the doctor or nurse- Postcircumcision complications 1:1 instruction 5 Written/pictorial flip Posttest
(cognitive) Bleeding minutes chart
Weak or absent stream
Drainage
Swollen penis
Baby acts sucks or more
fussy than expected

3. Express any concern about circumcision care (affective) A. Summarize common Discussion 5 White board Question and
concerns minutes answer
Explore feelings
Major Criterion for Judging a Teaching Plan

Internal consistency exists when you can answer “yes” to the following questions:
- Does the plan facilitate a relationship between its parts?
- Do all 8 elements of the plan “hang together”?
- Is the identified domain of learning in each objective reflected in the purpose and goal,
as well as across the plan, all the way through to the end process of evaluation?
Learning Contract
A written (formal) or verbal (informal) agreement between the
teacher and the learner that delineates specific teaching and learning
activities that are to occur within a certain time frame
Purpose of a Learning Contract

To encourage To improve
learner’s active teacher–client
participation communication
 are an increasingly popular
approach to teaching and learning.

Use of serve as an alternative and

Learning innovative technique that embodies
the principles of adult learning.
Contracts
can be used with any audience of
adult learners.
Use of Learning Contracts

Empower the learner by emphasizing self-direction, mutual

negotiation, and mutual evaluation of competency.

Stress shared accountability between the teacher and the learner.

Complete Learning Contract includes
Four major components
1. Content—specifies precise behavioral objectives.

2. Evaluation—specifies criteria by which

competencies will be judged.

3. Performance expectations—specify conditions

by which learning will be achieved.

4. Time frame—specifies length of time needed

for successful achievement of objectives.
Sample Learning Contract
Name of learner: ________________________________________
Name of Educator: _______________________________________
Name of preceptor (if applicable):___________________________
Date Contract Negotiated: _________________________________
Terms of Contract:________________________________________
Objective Activities Evaluation Target date Completion date
Lists cognitive, affective Lists teaching- Lists the criteria to Lists a realistic Specifies the dates
and psychomotor learning strategies be used to measure time frame for that each objectives
behaviors mutually and resources to be learning achievement of is accomplished
agreed on and intended used to achieve the demonstration expected
to be achieved objectives. outcome(s)

Signatures:_______________________ (Learner)_______________ (Educator)_________ (Preceptor)

Learning Curve
Is a common phrase used to describe how long it takes a
learner to learn anything new.
Learning Curve

A graphic depiction of changes in psychomotor performance

at different stages of practice during a specified time period
▪Six stages of the theoretical learning curve
▪The irregularity of individual learning curves
Learning curve is
divided into Six
stages
(Cronbach,1963)
Negligence progress:

◦Initially very little improvement is detected during stage

◦ Pre-readiness period is when the learner is not ready to perform the entire
task, but relevant learning is taking place
◦ This period can be relatively long in young children who are developing
physical and cognitive abilities, such as focused attention and gross and fine
motor skills and in older adults who may have difficulty.
Increasing Gains
◦ Rapid gains in learning occur during this
stage as the learner grasps the essentials
of the task.
◦ Motivation may account for increased gains when the
learner has interest in the task, receives approval from
others, or experiences a sense of pride in discovering the
ability to perform.
Decreasing Gains
◦ During this stage the rate of improvement
slows the additional practice does not
produce such steeps gains.
◦ Learning occurs in smaller increments as the learner
incorporate changes by using cues to smooth out
performance.
Plateau

◦During this stage no substantial gains are made.

◦ This leveling-off period is characterized by a minimal rate of progress in
performance.
◦ The learner is making other adjustments in mastering the skill.
◦ The belief that there is a period of no progress is considered false because
gains in skills can occur even though overall performance scores remain stable.
Renewed Gains
◦ The rate of performance rises again
during this stage and the plateau period
has ended.
◦ These gains usually are from growth in physical
development, renewed interest in the task, a response to
challenge, or the drive for perfection.
Approach to Limit
◦During this stage progress becomes
negligible.
◦ The ability of perform a task has reached its
potential, and no matter how much more the
learner practices a skill, he or she is not able to
improve.
Learning Curve during One Year of
Typing Practice
end