Developing a Health Education Plan

N CM 1 0 2
 Manage resources (human, physical,
financial, time) efficiently and
effectively in developing of the health
education plan.

Learning Use appropriate strategies in developing

Outcomes: a health education plan.

Evaluate the health education plan

presented.
CONTENTS
ELEMENTS OF A HEALTH EDUCATION PLAN:
❑Objectives of the Plan
❑Strategies and methodologies
❑Resources
❑Evaluation
DEVELOPMENT OF TEACHING PLANS
DEVELOPMENT OF F I R ST, D EC I D E W H AT M U ST
T H E L EA N E R I S E X P EC T E D TO
TEACHING PLANS AC CO M P L I S H
 Individuals need determined by
DEVELOPMENT OF TEACHING PLANS identifying gaps in the learner’s
knowledge, attitudes or skills.
Taxonomic System
Devised
by Bloom et.al (1956)

categorizing objectives of
learning according to a
hierarchy of behaviors has
been the cornerstone of
teaching.
 Bloom's Taxonomy

Taxonomy
–ordering the behaviors based on their type and complexity
- pertains to the level of knowledge to be learned, the kind of behaviors
most relevant and attainable for an individual learner or group of learners
and the sequencing of knowledge and experiences for learning from
simple to the most complex.
ELEMENTS OF A HEALTH EDUCATION PLAN:

❑Objectives of the Plan

❑Strategies and methodologies
❑Resources
❑Evaluation
Definition of Terms

Goal: the final outcome of what is achieved at the end of the

teaching–learning process

Objective: a behavior describing the performance that learners

should be able to exhibit to be considered competent
Types of Objectives

or
BEHAVIORAL OBJECTIVES
- are used to identify the intended
outcomes of the education process,
whether referring to an aspect of a
program or a total program of study,
that guide the design of curriculum.
- describes the teaching
activities, specific content
areas and resources used to
facilitate effective learning.
BEHAVIORAL OBJECTIVES

action-oriented, learner-centered
outcomes of the teaching/learning
process

It describes precisely what the learner will

be able to do following a learner
situation.
CHARACTERISTICS OF
GOALS AND OBJECTIVES
Two factors differentiate goals from
objectives: (Haggard, 1989

Their relationship to time

Their level of specificity

 Goal
Are desired outcomes
of learning that
realistically can be
achieved usually in a
few days, weeks or
months
Goal – level of specificity

◦Commonly referred as learning outcomes

◦Global and broad in nature
Goal-relationship to time

◦Long term targets for both the learner and the

teacher.
◦Are the desired outcomes of learning that realistically
can be achieved usually in a few days, weeks or
months.
 are statements of a specific, short –term
Objectives behaviors. They lead step by step to the more
general, overall long-term goal
Objectives are derived
from a goal and must be
consistent with related to
that goal.
 Objectives and goals form a map that provides
directions(objectives) as to how to arrive at a specific destination
(goal).

Example:
• Goal: a patient with heart failure will learn to manage his or
her disease.
• Objective (specific): must be outlined to address the change
of behavior. These changes would be related to diet,
medications, exercise and fluid monitoring.
Objectives and goals
must be clearly
written, realistic and
learner centered.
WHY EDUCATORS
SHOULD DEVELOP
GOALS/
OBJECTIVES
Well-Written Objectives:
✓Helps to keep educators’ thinking on target and learner centered.
✓Communicates to learners and healthcare team members what is
planned for teaching and learning.
✓Helps learners understand what is expected of them so they can
keep track of their progress.
Well-Written Objectives:
✓Forces the educator to select and organize educational materials
so they do not get lost in the content and forget the learner’s role
in the process.
✓Encourages educators to evaluate their own motives for teaching.
✓Tailors teaching to the learner’s unique needs.
Well-Written Objectives:
✓Creates guideposts for teacher evaluation and documentation of
success or failure.
✓Focus attention on what the learner will come away with once the
teaching-learning process is completed, not on what is taught.
 The careful construction of well-written
objectives:
✓Orient teacher and learner to the end-results of the educational
process.
✓Makes it easier for the learner to visualize performing the
required skills.
THREE MAJOR ADVANTAGES IN WRITING CLEAR
OBJECTIVES
(Robert Mager, 1997)
Provide the solid foundation for the selection or
design of instructional content, methods and
materials.
Provide learners with ways to organize their
efforts to reach their goals.
Helps for determination whether an
objective has, in fact, been met.
Three Important Characteristics of
Behavioral Objectives (Mager, 1997)
 PERFORMANCE
describes what the learner is expected to be
able to do to demonstrate the kind of
behaviors the teacher will accept as evidence
that objectives have been achieved.
 PERFORMANCE
◦ Activities performed by the learner may be observable and quite
visible, such as being able to write or list something

Answers the question:

◦ What should the learner be able to do?
Condition
- describes the situations under which the behavior will be
observed or the performance will be expected to occur.
Condition
Answers the question:

Under which conditions should the learner be able

to do it?
Criterion
describes how well or with what
accuracy learner must be able to
perform the behavior so as to be
considered competent.
Three Key Questions

What should the learner be able Under which conditions should How well must the learner be
to do? the learner be able to do it? able to do it?
ABCD RULE
(Smaldino, Lowther and Russell, 2012)

A- AUDIENCE (Who) B- BEHAVIOR (What)

D- DEGREE (how well, to

C- CONDITION (Under
what extent, within what
which circumstances)
time)
Well-Written Objectives

After reading the handouts, the patient will be able to

state three examples of foods that are sources high in
protein.

Following instruction on hypertension, the patient will

be able to state three out of four cases of high blood
pressure.
Poorly Written Objectives

The patient will be able to prepare a menu using low-salt foods (Condition and
Criterion missing)

The patient will verbalize and demonstrate the proper steps to performing self-
catherization. (Contains two expected behaviors, criterion missing, time frame missing)
Common Mistakes When Writing
Objectives

◦ Describing what the teacher does rather than what the learner is expected to do
◦ Including more than one expected behavior in a single objective
◦ Forgetting to identify all four components of condition, performance, criterion and who the
◦ learner is
◦ Using terms for performance that are open to many interpretations, are not action-oriented
◦ and are difficult to measure
Writing SMART Objectives
PERFORMANCE WORDS WITH MANY OR
FEW INTERPRETATIONS
Taxonomy of Objectives

Taxonomy is a Behavior is defined

mechanism used to according to type (domain
categorize things category) and level of
according to how they are complexity (simple to
related to one another complex).
Three Types of Learning Domains
Complexity of Domain Levels
Cognitive (thinking domain)
Cognitive (thinking domain)
Involves acquiring
information and addressing
the development of the
learner’s intellectual
abilities, mental capacities,
understanding and thinking
process.
This domain divided into six
levels: Knowledge,
Comprehension,
Application, Analysis,
Synthesis, Evaluation.
Six levels ranging
from the simple
(knowledge) to
more complex
(evaluation)
Knowledge level

ability of the learner to memorize, recall, define, recognize or identify

specific information. (knowledge is prerequisite)

Example: After 20-minute teaching session, the patient will be able to state
with accuracy the definition of chronic obstructive pulmonary disease (COPD).
Comprehension level
Ability of the learner to
demonstrate an 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. (Knowledge is
prerequisite behaviors)
Example: After watching 10-minute
video on nutrition following gastric
bypass surgery, the patient will be
able to give at least three examples
of food choices that will be
included in his diet.
Application Level
Ability of the learner to use
ideas, principles, abstractions or
theories in specific situations
such as figuring, writing,
reading, or handling equipment
(Knowledge and comprehension
are pre-requisite behaviors).
Example: On completion of a
cardiac rehabilitation program,
the patient will modify three
exercise regimes that can fit into
his or her lifestyle at home.
Analysis Level

Ability of the learner to recognize and structure information by breaking it

down into its separate parts and specifying the relationship between parts
(knowledge, comprehensive and application are prerequisite behaviors).

Example: After reading handouts provided by the nurse educator, the family
member will calculate the correct number of total grams of protein included on
average per day in the family diet.
Synthesis Level

Ability of the learner to put together parts into a unified whole by creating a
unique product that is written, oral, in picture form. (knowledge, comprehension,
application and analysis and synthesis are prerequisite behaviors)

Example: Given a sample list of foods from the four food groups in the
recommended amounts for daily intake.
Evaluation Level
Ability of the learner to judge
the value of something by
applying appropriate criteria
(knowledge, comprehension,
application, analysis and
synthesis are prerequisite
behaviors).
Example: After three teaching
sessions, the learner will assess
his readiness to functioning
dependently in the home
setting
Teaching in the Cognitive Domain
Methods most used to stimulate learning in
Cognitive Domain include:
one-to-one instruction
self-instruction activities
Verbal, written and visual tools are all particularly successful in
enhancing the teaching methods to help learners master cognitive
content.
Massed practice- learning information all at once on one day. Is
commonly identified as “cramming”, might allow the recall of
information for a short time.
Distributed practice is less effective for remembering the facts than
learning information over successive periods of time.
Affective Domain
Affective (feeling domain)- Involves an increasing internalization or
commitment to feelings expressed as emotions, interests, beliefs,
attitudes, values and appreciations.
Educators use the affective domain to help learners
realize their own attitudes and values.
Eggen and Kauchak (2012)
Objectives in the Affective Domain are divided into five
categories (Krathwohl et.al. 1964).
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.
Example: During a group discussion session, the patient will admit to
any fear he may have about needing to undergo a repeat
angioplasty.
 Responding Level
Ability of the learner to respond to an experience, at first obediently and
later willingly and with satisfaction.
This level indicates a movement beyond denial and toward voluntary
acceptance, which can lead to feelings of pleasure or enjoyment, resulting from
some new experience (receiving is prerequisite behavior).
Example: at the end of one-to-one instruction, the child will verbalize feelings
of confidence in managing her asthma using peak-flow tracking chart.
 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.
This level has a definite willingness and desire to act to further that value
(receiving and responding are prerequisite behaviors)
Example: After attending a grief support group meeting, the patient will
complete a journal entry reflecting her feelings about the experience.
 Organizational Level
Ability of the learner to organize, classify and prioritize values by
integrating a new value into a general set of values; to determine
interrelationships of value; and to establish some values as dominant and
pervasive (receiving, responding and valuing are prerequisite behaviors).
Example: After a 45-minute group discussion session, the patient will be
able explain the reasons for her anxiety and fears about her self-care
management responsibilities.
 Characterization Level
Ability the learner to display adherence to a total philosophy or
worldviews, showing firm commitment to the values by generalizing
certain experiences into a value system (receiving, responding, valuing, and
organization are prerequisite behaviors).
Example: Following a series of teaching sessions, the learner will display
consistent interest in maintaining good hand-washing technique to control
the spread of infection to patients, family member and friends.
Teaching in the Affective Domain
 Teaching methods are powerful and reliable in helping learner acquire
affective behaviors
simulation
role model

group discussion

questioning case studies

gaming
Affective Domain encompasses Three levels
that govern attitudes and feelings (Menix, 1996)
An open, trusting, emphasis and accepting attitude by
nurses sets the foundations for engaging patients and
their families in learning.
Psychomotor
Domain
Involves acquiring fine and gross motor abilities
such walking, handwriting, manipulating
equipment or performing a procedure.
Psychomotor
(doing or skills
Primary focus is on development of
domain)
manipulative skills rather than on the growth of
intellectual capability.
Psychomotor skills are easy to identify and
measure because they include primarily
movement-oriented activities that are
relatively easy to observe.
Levels of Behavioral Objectives and
Examples in the Psychomotor Domain
Perception Level
Ability of the learner to show sensory awareness of objects or cues
associated with some task to be performed.

This level involves reading directions or observing a process with attention to

steps or techniques in developing a skill.

Example: After 10-minute teaching session on aspiration precautions, the

family caregiver will describe the best position to place the patient in
during mealtimes to prevent choking.
 Set Level
Ability of the learner to exhibit readiness to take a certain kind of action as
evidenced by expressions of willingness, sensory attending, or body
language favorable to performing a motor act (perception is a prerequisite
behavior).
Example: Following a demonstrate of how to do proper wound care, the
patient will express a willingness to practice changing the dressing on his leg
using the correct procedural steps.
 Guided Response Level
Ability of the learner to exert effort via overt actions under the guidance of
an instructor to imitate an observed behavior with conscious awareness
effort.
Imitating may be performed hesitantly but with compliance to directions and
coaching (perception and set are prerequisite behaviors)
Example: After watching a 15-minute video on the procedure for self-
examination of the breast, the patient will perform the exam on a model
with 100% accuracy.
 Mechanism Level
Ability of the learner to repeatedly performs steps of a desired skill with a
certain degree of confidence, indicating mastery to the extent that some or all
aspects of the process become habitual.
The steps are blended into a meaningful whole and are performed smoothly
with little conscious effort (perception, set and guided response are prerequisite
behaviors).
Example: After a 20-minute teaching session, the patient will demonstrate the
proper use of crutches while repeatedly applying the correct three-point gait
technique.
 Complex overt response level
Ability of the learner
▪to automatically perform a complex motor act with independence and a
high degree of skill, without hesitation
▪with minimum expenditure of time and energy;
▪performance of an entire sequence of a complex behavior without the
need to attend to details
▪(perception, set, guided response and mechanism are prerequisite
behaviors)
Example: After three 20-minute teachings sessions, the patient will demonstrate
Example: After three 20-minute teachings sessions, the patient will
demonstrate the correct use of crutches while accurately performing
different tasks, such as going up stairs, getting in and out of the car
and using the toilet.
 Adaptation Level
Ability of the learner to modify or adapt a motor process to suit the
individual or various situations, indicating mastery of highly developed
movements that can suited to a variety conditions (perception, set,
guided response, mechanism and complex overt response are
prerequisite behaviors).
Example: After reading handouts on healthy food choices, the patient
will replace unhealthy food items she normally chooses to eat at home
with healthy alternatives.
Origination Level
Ability of the learner to create new motor acts, such as novel ways of
manipulating objects or materials, as a result of an understanding of a
skills and a developed ability to perform skills (perception, set, guided
response, mechanism, complex overt response and adaptation are
prerequisite).
Example: After simulation training, the parents will respond correctly
to a series of scenarios that demonstrate skill in recognizing respiratory
distress in their child with asthma.
Teaching of Psychomotor Skills
Teaching methods that are useful for the development
of motor skills.

simulation
 Instructional materials that are effective approaches for
teaching and learning in the psychomotor domain (Oermann,
2016 et.al.)

audiotapes (CDs)

models, diagrams and posters

 Remember to keep skill instruction separate from a discussion of principles
underlying the skill (cognitive component) or a discussion of how the learner feels
about carrying out the skill (affective component).
IMMITATION
Dave’s levels of Psychomotor Learning:
Observed actions are followed.
Movements are gross, coordination lack smoothness and error occur.
Time and speed required to perform are based on the learner needs.
MANIPULATI Written instructions are followed.
ON Movements are variable and accuracy is measured based on skill of using written procedures as
guide.
Time and speed required to perform remain available.
PRECISION Logical sequence of action is carried out.
Movement coordination at higher level. Error are minimal and relatively minor.
Time and speed required to perform remain variable.
ARTICULATIO Logical sequence of action is carried out.
N Movements are coordinated at high level. Error are limited.
Time and speed required to perform remain variable.
NATURALIZA Movements are coordinated at a consistently high level and errors are almost nonexistent.
TION Time and speed required to perform are within realistic limits, and performance reflects
professional competence.
Practice does make perfect, so repetition leads to
perfection and reinforcement of the behavior.
Riding a bicycle is a perfect example of the difference
between being able to perform skill and having
mastered that skill.
 Aldridge (2017) conducted a qualitative literature review to explore nursing
students’ perception of psychomotor skills learning.
He identified six themes as important to learning new skills:

◦ Peer support and peer learning are important

◦ Practicing on real people is essential to mastery
◦ Faculty members matter during the learning experience
◦ Conditions of the environment are essential
◦ Knowing that patients need good nursing skills
◦ Anxiety is ever present because of fear of harming patients.
END