Developing a Health NCM 102

Education Plan
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.
Elements of a health education plan

• Objectives of the plan

• Strategies and Methodologies
• Resources
• Evaluation
Determining the most appropriate teaching methods
depends on a variety of differences: age and
developmental level of the learners; what the
learners already know and what they need to know
to succeed.
Stimulating and effective teaching-learning experiences are designed
and involve the use of one or more several methods of teaching to
achieve the desired learning outcomes.
A teaching method is the way information is taught that brings the
learner into contact with what is to be learned.
Instructional Strategy

• Is the overall plan that for teaching and

learning experience that involves used of
one or several method of instructions to
achieve the desired learning outcomes
(Rothwell & Kazans 2004)
Teaching Methods

is the way
information is taught
that brings the
learner into contact
with what is to be
learned.
Example:

• lecture, group discussion, one-to-one instruction,

demonstration and return demonstration, gaming,
simulation, role play, role model and self-instruction
modules.
 Example:

self-instruction modules Simulation

lecture
one-to-one instruction Role model
Instructional Materials or Tools

•are the objects or vehicles used to

transmit information that supplement the
act of teaching.
Examples of materials and tools that serve as adjuncts to
communicate information by complementing the teaching method.

video posters
On deciding which methods to select based on the following:

• Audience Characteristics
• Educator’s expertise as a teacher
• Objectives of learning
• Potential for achieving learning outcomes
• Cost-Effectiveness
• Setting for teaching
• Evolving Technology
Lecture
• a highly structured method by which the educator
verbally transmits information directly to a group of
learners for the purpose of instruction.
Lecture comes from
the medieval Latin
term Legere, which
means “to read”.
Lecture

It is one of the oldest It should include

and most often used three main parts:
approaches to introduction, body,
teaching. conclusion.
Three main parts of Lecture:

• Introduction: educator should present learners with an overview of

the behavioral objectives related to the lecture topic, along with an
explanation as to why these objectives are significant.
Three Main Parts of Lecture:

• Body: involves the actual delivery of the content

related to the topic being addressed.
Three main parts of Lecture:

• Conclusion: educator should wrap-up with every

lecture.
Five Approaches to the Effective
Transfer of Knowledge during a Lecture
are the following
(Silberman, 2006)
Use Opening and Summary Statements.

At the beginning of the lecture, present major points to help learners

become oriented to the subject and at the end provide conclusions
to remind learners about the main points made
Present Key Terms

Reduce the major points in the lecture to some

key words that act as verbal cues or memory jogs.
Offer example

When possible, provide real-life illustrations of the

ideas in the lecture.
Use Analogies

If possible, compare the content that is being

presented to the knowledge that learners may
already have.
Use visual backups

Use a variety of media to help learners see as well as

hear what is being said.
Educator’s spea skillkings also important in the delivery of a lecture.
The following variables of speech need to be considered.

• Volume
• Rate
• Pitch/Tone
• Pronunciation
• Enunciation
• Proper grammar
• Avoiding annoying
habits such as the of
“ums”
Body language should also have considered:

• Demonstrate enthusiasm
• Make frequent eye contact with audience
• Use posture and movement
• Convey self-confidence
• Demonstrate professionalism
• Use gestures
• Avoid repetitive movement
• Rely on head and hands to emphasize points and to keep the audience’s
attention.
 Major Advantages and Limitations of Lecture
Advantages Limitations

Efficient, cost-effective means for transmitting large amount of Largely ineffective in influencing affective and psychomotor
information to a large audience. behaviors.

Present unique ways of viewing information. Does not provide for much stimulation or participatory involvement
of learners.

An Effective approach for cognitive learning Very instructor centered

Useful in providing foundational background information as Does not account for individual differences in background,
basis for subsequent learning such as group discussion. attention span or learning style.

Easily supplemented with printed handouts and other All learners are exposed to the same information regardless of their
audiovisual materials to enhance learning. cognitive abilities, learning needs or stages of coping.
GROUP DISCUSSION

• Is defined as a method of teaching whereby learners get together

to actively exchange information, feelings and opinions with one
another and with the educator.
GROUP DISCUSSION

• As a broad active teaching method, can incorporate other types of

instruction such as guided learning, collaborative learning, small-
group, team-based learning, cooperative learning, case studies and
seminars.
GROUP SIZE
• Is a major consideration and should be determined by
purpose or task to be accomplished and concepts for
application in practice situations.
• discussion is most effective with relatively small groups
(ideally between four and eight people).
 Seminar

GROUP
DISCUSSION
One-to-one instruction
DEMONSTRATION AND RETURN DEMONSTRATION

• They are effective in teaching psychomotor domain skills.

• May be used to enhance cognitive and affective learning, such as
when helping a staff member develop interactive skills for crisis
intervention or assertiveness training
Demonstration by the educator is done to show the
learner how to perform a certain skill.

• Prior to giving a demonstration, educator should inform learners of the

purpose of the procedure, the sequential steps involved, the equipment
needed and the actions expected of them.
• It is important to stress why the demonstration is important or useful to the
participants.
• Equipment should be tested prior to the demonstration to ensure that it is
complete and in good working order.
• Learners must be able to clearly see and hear the steps being taught.
Demonstration by the educator is done to show the
learner how to perform a certain skill.
• The process of demonstrating a skill to either nurses or
clients, it is important to explain why each step needs to
be carried out in a certain manner to prevent bad habits
from being acquired prior to learner performing a new skill
set.
• The key to performing the demonstration is practice,
practice, and practice.
• The educator should work with exact equipment that the learner is
expected to use.
• The educator’s performance should be flawless, but it is important
that the educator take advantage of mistake to show how errors
can be handled.
Return demonstration by
the learner is carried
out as an attempt to
establish competence
by performing a task
with cues from the
educator as needed.
Return demonstration

should be planned to occur as close as possible to when the

demonstration was given.

Learner may need reassurance to reduce their anxiety prior to

beginning the performance because they may view the opportunity
for return demonstration as a test.

Educators can stress the fact that the initial performance is not
expected to be perfect.
Return
demonstration
• The first time that learners perform
a return demonstration, they need
a significant amount of coaching.
• Educator should limit their help in
coaching-they should not do the
task for the learner who is
struggling.
 Major Advantages and Limitations of Demonstration and
Return Demonstration
ADVANTAGES LIMITATIONS

Effective for learning in the psychomotor domain. Requires plenty of time to set aside for teaching as well as learning

Actively engages the learner through simulation of visual, Size audience must be kept small to ensure opportunity for practice and
auditory, and tactile senses. close supervision.

Repetition of movement and constant reinforcement Equipment can be expensive to purchase and replace.
increase confidence, competence, and skill retention.

Provide opportunity for overlearning to achieve the goal. Extra space and equipment is needed for practicing certain skills.

Competency evaluation requires 1:1 teacher to learner ratio.

GAMING

Is a method of
The goal is for learners to
instruction requiring the
win a game by applying
learner to participate in a
knowledge and
competitive activity with
rehearsing skills
preset rules (Allery,
previously learned.
2004).
GAMING
Gaming is primarily effective for improving cognitive functioning but also
can be used to enhance skills in the psychomotor domain and to influence
affective behavior through increased social interaction.
Games can be designed for a single individual, such as puzzles, or for a
group of players such as bingo or Jeopardy.

Gaming is a teaching method that is particularly attractive to children,

who enjoy the challenge of learning through play like activity
 Game Suitability Checklist:
Criteria Yes No

Does the game meet the program objectives?

Can the game be completed within the time allotted

Is the size and layout of the room conducive to playing the game?

Will the available participants meet the minimum number required for the game?

Do staff members have the time and interest to design or adapt games? If not, are
funds available to purchase games?

If the game requires equipment or supplies, are they readily available?

Are resources or funds available to design or purchase needed materials?
Does the game require replacement of materials following each use?

Does the game require preparation or clean up time?

Major Disadvantages and Limitations of Gaming

ADVANTAGES LIMITATIONS

Fun with a purpose Creates a competitive environment that may be threatening to some
learner.

Retention of information promoted by stimulating learner Requires groups size to be kept small for participation by all learners.
enthusiasm.

Add variety to the learning experience. Potentially higher noise level; special space accommodations are
needed as a result.

Excellent for dull moment or repetitious content that must May be more physically demanding than many other methods.
be periodically reviewed.

Easy to device or modify for individual or group learning. Not possible for learners with some disabilities to participate.
SIMULATION
• is a trial-and error method of
teaching whereby an artificial
experience is created that
engages the learner in an
activity that reflects real-life
conditions but without the risk-
taking consequences of an
actual situation.
SIMULATION

• Is a technique, not a
technology, to replace or
amplify real experiences
with guided experiences
that replicate substantial
aspects of the real world
in a fully interactive
manner.
SIMULATION

• Is a technique, not a
technology, to replace or
amplify real experiences
with guided experiences
that replicate substantial
aspects of the real world
in a fully interactive
manner.
 SIMULATION

• Is a technique, not a
technology, to replace or
amplify real experiences
with guided experiences
that replicate substantial
aspects of the real world in
a fully interactive manner.
Types of Simulation

Written Clinical
Simulations Simulations

Model Computer
Simulations Simulations
 Major Advantages and Limitations of Simulation
ADVANTAGES LIMITATIONS

Excellent for psychomotor skill development. Can be expensive.

Enhances higher level problem-solving and interactive abilities in Very labor intensive in many cases.
the cognitive and effective

Provides for active learner involvement in a lifelike situation with Not readily available to all learners yet.
consequences determined by variable inherent in the
consequence.
ROLE PLAY

Is a method of instruction by which learners actively participate in

an unrehearsed dramatization.

The responsibility of the educator is to design a situation with

enough information for learners to be able to assume the role of
someone else without giving a script to them to follow.

The actual length of a role-play session can be as short as 5

minutes, but it should not exceed 15 to 20 minutes.
Major Advantages and Limitations of Role
Play
Advantages
Opportunity to explore feelings and attitude.
Potential for bridging the gap between
understanding and feeling.
Narrows the role distance between and among
patients and professional.
Limitation
Limited to small groups.
Tendency by some participants to overly exaggerate
their assigned roles.
A role part loses its realism and credibility if played
too dramatically.
Discomfort felt by some participants in their roles
or inability to develop them sufficiently.
SELF-INSTRUCTION
• is a teaching method used by the
educator to provide or design
instructional activities that guide the
learner in independently achieving
the objectives of learning.
SELF-INSTRUCTION
• It is defined as self-contained
educational activity that allows learners
to progress by themselves at their own
pace (Abruzzese, 1996).
• Comes in variety of forms, including but
not limited to work, books, study
guides, workstations, videotapes,
internet module, and computer
programs.
 Major Advantages and Limitations of Self-instruction
ADVANTAGES LIMITATIONS

Allowing for self-pacing Limited with learners who have low literacy skills.

Stimulates active learning. Not appropriate for learners with visual and hearing
impairments.

Indicates mastery of material accomplished in Requires high levels of motivation.

particular time frame.

Not good for learners who tend to procrastinate.

May induce boredom in a population if this method is

overused with no variation in the activity design.
END