OUR LADY OF FATIMA UNIVERSITY

COLLEGE OF NURSING BATCH 2026

NCMA 112 (HE)
ADAPTED FROM: POWERPOINT/LECTURE

COURSE OUTLINE: MIDTERMS

1. Developing a Teaching Plan
2. Implementing a Health Education Plan
3. Evaluation And Documentation Of Health
Education Plan
4. Evidence-Based Practice Related To Health
Education
5. Ethico-Moral And Legal Foundations Of Client
Education

W7: Developing a Teaching Plan

CHARACTERISTICS OF GOALS & OBJECTIVES

GOAL
● the final outcome to be achieved at the end of the
teaching and learning process LEARNING DOMAIN
● referred to as desired learning outcomes
● are global and broad in nature and are long-term
COGNITIVE
targets for both the learner and the teacher
● dealing with intellectual abilities
● approximately 80% of educational objectives fall
OBJECTIVE
into this domain
● a specific, single, concrete, one-dimensional ● most familiar to both instructors, authors and
behavior learners
● are short term and should be achieved at the end
of one teaching session, or shortly after several
AFFECTIVE
teaching sessions
● relating to the expression of feelings, including
emotions, fears, interests, attitudes, beliefs, values
TYPES OF OBJECTIVES and appreciations
● often the most difficult objectives to develop
EDUCATIONAL ● are used to identify the intended
OBJECTIVES outcomes of the education PSYCHOMOTOR
process, whether referring to ● easiest objectives to write as the behavior is easily
an aspect of a program or a observed and monitored
total program of study,that ● psychomotor skills often involve the use of tools or
guide the design of curriculum instruments
units ● “HANDS ON” courses will contain psychomotor
objectives
INSTRUCTIONAL ● describes the teaching
OBJECTIVES activities, specific content FORMULATING GOALS AND OBJECTIVES
areas, and resources used to
facilitate effective instruction ● Goals and objectives should be as clear as possible
and give us concrete guidance
BEHAVIORAL / ● makes use of the modifier o Include goals at varying degrees of
LEARNING behavioral or learning is action complexity and sophistication
OBJECTIVES oriented rather than content ● Bloom’s taxonomy can help broaden our view of
oriented, learner centered what students should learn
rather than teacher centered o Focus on what students should do, not on
what teachers should do
o Describe the ultimate outcomes of
BLOOM’S TAXONOMY instruction
o Identify both short-term and long-term
● Blooms proposed a revision to this initial taxonomy goals
for learning, teaching, and assessing behaviors o Provide opportunities for students to
● differences include: changing the names in the six identify their own goals and objectives
categories from noun to verb forms
● TAXONOMY - a way to categorize things according
to how they are related to one another, need to IMPORTANCE OF USING BEHAVIORAL OBJECTIVES
develop a system for defining and ordering levels of
behavior according to their type and complexity ● Helps to keep educators thinking on target and
learner centered

1 I GERONIMO, SNF
 OUR LADY OF FATIMA UNIVERSITY
COLLEGE OF NURSING BATCH 2026
NCMA 112 (HE)
ADAPTED FROM: POWERPOINT/LECTURE

● Communicates to others, both 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.
● Forces the educator to organize educational
materials so as not to get lost in content and forget
the learner’s role in the process.
CONDITION
● describes the situations under which the behavior
will be observed or the performance will be
expected to occur
CRITERION
● describes how well, with what accuracy, or within
what time frame the learner must be able to perform
the behavior so as to be considered competent

● Encourages educators to question their own motives,

to think about why they are doing things and analyze
what positive results will be attained from
accomplishing specific objectives

● Tailors teaching to the learner’s particular

circumstances and needs.

● Creates guideposts for teacher evaluation and

documentation of success or failure.

CRITERIA DESCRIPTION QUESTIONS

Specific ● Is there a description of a precise

behavior and the situation it will be
performed in?
● Is it concrete, detailed, focused and
defined?

Measurable ● Can the performance of the objective

be observed and measured?

Achievable ● With a reasonable amount of effort

and application can the objective be
achieved?
● Are you attempting too much?

Relevant ● Is the objective important or

worthwhile to the learner?
● Is it possible to achieve this objective?
THE ABCD APPROACH
Time-bound ● Is there a time limit, rate number,
percentage or frequency clearly The ABCD method of writing objectives is an excellent
stated? starting point for writing objectives (Heinich, et al., 1996).
● When will the objective be
accomplished? AUDIENCE
● the learners, readers or participants, not the
WRITING BEHAVIORAL OBJECTIVES AND GOALS instructor
o who is this activity intended for? Be
According to Mager (1997), the format for writing concise specific!
and useful behavioral objectives includes the following three
BEHAVIOR
important characteristics:
● what the participants will do
● What exactly is it that you want the learner to be
PERFORMANCE able to do as a result of your …
● describes what the learner is expected to be able to
do to demonstrate the kinds of behaviors the CONDITION
teacher will accept as evidence that objectives have ● imposed by the instructor
been achieved ● What conditions the instructor will impose when the
learners are demonstrating mastery of a skill?

2 I GERONIMO, SNF
 OUR LADY OF FATIMA UNIVERSITY
COLLEGE OF NURSING BATCH 2026
NCMA 112 (HE)
ADAPTED FROM: POWERPOINT/LECTURE
DEGREE
● What is “Good Enough”?
o might be: Speed, Accuracy, Quality,
Quantity
Behavioral objectives are statements that communicate who
will do what under which conditions and how well, how much,
or when.
An easy way to remember the four elements that should be
in a behavioral objective is to follow the ABCD rule proposed
by Smaldino, Lowther, and Russell (2012):
❖ A = At the end of instruction the students will be able to:
❖ B = Behavior is the action (verb) that describes what the
learner (audience) will do after
❖ C = Usually a WHEN or WHILE statement
❖ D = What has to happen for the learner to succeed?
TEACHING PLAN
TEACHING PLAN
● a blueprint to achieve the goal and the objectives
that have been developed
● with the goal and objectives, this plan should
indicate the purpose, content, methods, tools,
timing, and evaluation of instruction
● should clearly and concisely identify the order of
these various parts of the education process
3 MAJOR REASONS FOR CONSTRUCTING
TEACHING PLANS
● To force the teacher to examine the relationship
among the steps of the teaching process, to ensure a
logical approach to teaching, which can serve as a
map for organizing and keeping instruction on target.
● To communicate in writing and in an outline format
exactly what is being taught, how it is being taught
and evaluated,and the time allotted for
accomplishment of the behavioral objectives.
● To legally document that an individual plan for each
learner is in place and is being properly implemented
COMPLETE TEACHING PLAN:
❖ The purpose
❖ A statement of the overall goal
❖ A list of objectives (and sub objectives, if necessary)
❖ An outline of the related content
❖ The instructional method(s) used for teaching the related
content
❖ The time allotted for the teaching of each objective
❖ The instructional resources (materials/tools) needed
❖ The method(s) used to evaluate learning
LEARNING CONTRACT
LEARNING CONTRACT
● mutually negotiated agreement, usually in the form
of a written document drawn up by the teacher and
the learner
● specifies what the learner will learn, how learning
will be achieved and within what time allotment,and
the criteria for measuring the success of the venture
(Keyzer, 1986; McAllister, 1996).
CONTENT OF THE LEARNING CONTRACT:
❖ CONTENT - specifies the behavioral objectives to be
achieved
❖ PERFORMANCE - expectations, specify condition
under which learning activities will be facilitated
❖ EVALUATION - specify the criteria used to evaluate
achievement
❖ TIME FRAME - specify the length of time needed for
successful completion of objectives
PURPOSE/GOAL
TEACHING METHODS
TEACHING METHODS
● a way information is taught and brings the learner
into contact what is being learned
● INSTRUCTIONAL TOOLS - are the objects or
vehicle used to transmit information that
supplements the act of teaching
● using the method of instruction improves the
amount of information they retain and ability to think
critically and positively affects their learning
outcomes
3 I GERONIMO, SNF
 OUR LADY OF FATIMA UNIVERSITY
COLLEGE OF NURSING BATCH 2026
NCMA 112 (HE)
ADAPTED FROM: POWERPOINT/LECTURE

● According to Benjamin Franklin: “Tell me, I will GROUP DISCUSSION

forget. Show me, I remember. Involve me; I
understand”
TYPES OF TEACHING METHODS
LECTURE METHODS
● Lecture comes from the French word ‘lectura'
which means to read; and Latin word “Legere”
means to read
● defined as a highly structured method by which the
teacher verbally transmits information directly to
groups of learners for the purpose of instruction
● one of the oldest and most often used methods
● useful in providing foundational background
information as a basis for subsequent group
discussions and is a means to summarize data and
current research finding
A GOOD LECTURE:
❖ Avoid annoying mannerisms
❖ Tailor speech and writing
❖ Proper use of body language
❖ Topic based on need and interest
❖ Clarify concepts with examples
❖ Lecture with respectively of students
❖ Manage lecture in time
ADVANTAGES DISADVANTAGES
● a method of teaching whereby learners get together
to exchange information, feelings, and opinions with
one another and with the educator
● can incorporate specific type of instruction as
collaborative learning, team-based learning,
cooperative learning, case studies, and seminars
o COOPERATIVE LEARNING - uses group
activities. Group work is a learner
centered, active and very effective
teaching and learning strategy for nursing
students to enhance cognitive and
affective skills
o COLLABORATIVE LEARNING - is an
unstructured where the students finds their
own resources of materials needed to
carry out the role and complete an activity
examples are reports and presentations
o TEAM BASED LEARNING - is a
structured evidence practice, innovative
teaching strategy to engage students in
active learning to enrich their experiences
by working together to achieve one
common objective
o CASE STUDY - or case method of
teaching engages learners to focus on real
or invented case scenarios simulating life
or world situations to understand, solve
complex problems and issues. It is used to
promote learning, improve critical thinking
skills, self directed study skills

● Efficient, cost-effective ● Largely ineffective in ADVANTAGES LIMITATIONS

● An effective approach influencing affective
for cognitive learning and psychomotor
● Useful in providing behaviors.
foundational ● Does not provide
background stimulation or
information as a basis participatory
for subsequent involvement of
learning, such as learners
group discussion ● Instructor centered, the
● Easily supplemented most active participant
with handout materials is frequently the most
and other audiovisual knowledgeable one
aids to enhance ● Does not account for
learning individual differences
● Useful to demonstrate in background,
patterns, highlight attention span, or
main ideas, summarize learning style.
data, and present ● Learners are exposed
unique ways of viewing to the same
information information regardless
of their cognitive
abilities, learning
needs, or stages of
coping.
● Diversity within groups
makes it challenging,
teachers unable to
reach all learners
● Enhances learning in ● One or more members
both the affective and may dominate the
cognitive domains. discussion
● Is both learners ● Shy learners may
centered and subject refuse to become
centered ● Requires skill to
● Stimulates learners to tactfully redirect
think about issues and learners who dominate
problems. without losing trust
● Encourages members ● Challenging for the
to exchange their own novice teacher when
experiences, thereby members do not easily
making learning more interact.
active and less ● Time consuming for
isolating. transmission of
● Provides opportunities information than other
for sharing of ideas methods such as
and concerns. lecture.
● Fosters positive peer ● Requires teacher’s
support and feelings of presence at all
belonging sessions to act as
facilitator and resource
person
ONE TO ONE INSTRUCTION
● teacher’s presence at all sessions to act as
facilitator and resource person.
● have a positive effect on client education and
compliance

4 I GERONIMO, SNF
 OUR LADY OF FATIMA UNIVERSITY
COLLEGE OF NURSING BATCH 2026
NCMA 112 (HE)
ADAPTED FROM: POWERPOINT/LECTURE

● formal one-to-one instruction is a planned activity

ADVANTAGES LIMITATIONS
● informal one-to-one instruction is an unplanned
interaction
● an opportunity for the educator and learner to ● They are effective in ● Demonstrations can be
communicate knowledge, ideas, and feelings teaching psychomotor a passive activity for
through exchange of information. domain skills. learners
● Actively engages the ● Demonstrations are
learner through more effective when
ADVANTAGES LIMITATIONS stimulation of visual, verbalization
auditory, and tactile accompanies when it
● The pace and content ● The learner is isolated senses. is accompanied by
of teaching can be from others who have ● It provides educators lecture followed by the
tailored to meet similar needs or an opportunity to demonstration
individual needs. concerns. model commitment to ● Size of audience must
● Ideal as an ● Deprives learners of a learning activity be kept small to
intervention for initial the opportunity to ● Builds educator ensure opportunity for
assessment and identify with others and credibility, and inspires practice and close
ongoing evaluation of share information, learners to achieve a supervision
the learner. ideas, and feelings level of excellence ● Equipment can be
● Good for teaching ● Can put learners on ● Scaffolding is a expensive to purchase
behaviors in all three the spot because they sequencing discrete and replace
domains of learning are the sole focus of steps of a procedure ● Extra space and
● Especially suitable for the teacher’s attention. and provides the equipment are needed
teaching those who ● Questioning may be learner with a clear in practicing most skills
are learning disabled, interpreted by the and exacting image of ● Competency
low literate, or learner as a technique each stage of skill evaluation requires 1:1
educationally to test their knowledge development ratio teacher to student
disadvantaged and skills. ratio
● Provides opportunity ● The learner may feel
for immediate overwhelmed and
ROLE PLAY
feedback to be shared anxious if the educator
between the teacher makes the mistake of ● referred as Role Playing
and the learner. cramming too much ● is a method of instruction by which learner actively
information into each participate in an unrehearsed dramatization
session. ● participants are asked to play an assigned
character intended to arouse the feeling and elicit
emotional response and develop communications
with skills with the learner
DEMONSTRATION & RETURN DEMONSTRATION ● used to achieve behavioral objective in affective
● DEMONSTRATION - done by the educator to show domain
the learner how to perform a particular skill. ● size of the group is 25
● RETURN DEMONSTRATION - carried out by the ● best for schools
learner in an attempt to establish competence by
performing a task with cues from the educator as
needed. ADVANTAGES LIMITATIONS
● These 2 methods primarily involve psychomotor
domain skills. It is used to enhance cognitive and ● Actively involves ● Can be time
affective learning. participants consuming
● The educator should inform the purpose of the ● Adds variety, reality ● Puts pressure on
procedure, steps, the equipment and actions and specificity to the learner to perform,
expected. learning experience which can create
● Develops problem embarrassment and
solving and verbal even resistance
expressions skills ● Can engender strong
● Can provide an entirely emotions related to
new perspective on a past experiences,
situation and develop empathy
insights about the ● Can lack focus well
feelings and planned, orchestrated
relationships and monitored
● Provides teacher ● Can reinforce
immediate feedback ineffective
about the learners behaviors/strategies if
understanding and performance is not
ability to apply observed by

5 I GERONIMO, SNF
 OUR LADY OF FATIMA UNIVERSITY
COLLEGE OF NURSING BATCH 2026
NCMA 112 (HE)
ADAPTED FROM: POWERPOINT/LECTURE

needs to speak in terms the patient understands, be

concepts knowledgeable person
specific on what is to be covered and keep the
● Improves the likelihood who provides message short and concise.
to transfer of learning appropriate feedback
from the classroom to ● Depends heavily on
INTERPERSONAL SKILLS
the real world learner’s imagination
and willingness to ● Effective teaching is based on the nurse’s ability to
participate establish rapport with the patient. The nurse who is
empathic to the patient shows sensitivity to the
patient’s needs and preferences. An atmosphere in
GAMING which the patient feels free to ask questions
● can be an effective active teaching strategy for promotes learning.
nursing students. ● Activities that help establish an environment
● research has shown that nursing students can conducive to learning include:
develop deeper learning of the content. ○ Showing genuine interest in the patient.
Including the patient in every step of the
❖ Stress levels are subdued critical thinking is promoted teaching-learning process
❖ Nursing students become motivated, and enjoy ○ Using a nonjudgmental approach
○ Communicating at the patient’s level of
participation understanding
❖ Attitudes, values, cultural sensitivity, and caring gaming
can be seen to promote a positive aspect to teaching for STEPS IN IMPLEMENTATION
the currently technological savvy nursing students
❖ Gaming can also be considered useful with different YOUR TEACHING PLAN SHOULD INCLUDE:
learning styles ❖ what will be taught
❖ when teaching will occur
❖ where teaching will take place
ADVANTAGES LIMITATIONS ❖ who will teach and learn, and
❖ how teaching will occur
● Games enhance ● Games are much more
experiential learning difficult in larger class
● Increase nursing sizes needing WHAT WILL BE TAUGHT
students’ involvement additional space ● Deciding what will be taught is a decision you and
and motivation and ● They may increase the patient need to make together.
allow individuals who stress or ● Although you begin as the content expert, your goal
may have different embarrassment or is to make your patient as competent as he needs
strengths/weaknesses unwillingness to speak to be to manage his or her own health care needs.
to be involved up and answer ● Start by looking at the information that the patient
● Gaming also offers a questions needs to know and distinguish between what the
good adjunct to ● The feelings of patient “needs to know” and what is “nice to know”.
traditional methods competition could be Start with the “need to know” information and let the
and promotes the seen as threatening patient select where he or she wants to start.
concept of teamwork ● Gaming may be noisy,
confusing, and WHEN TEACHING WILL OCCUR
disruptive ● Plan when you will teach, taking the length of
hospital stay or number of home health visits
available into account.
W8: Implementation Of Health ● Let the patient tell you what works for him or her
and offer as many options as are realistic.
Education Plan ○ Does the patient prefer mornings or have
more energy in the evening?
CHARACTERISTICS OF GOALS & OBJECTIVES ○ Does he or she like short sessions or
longer, more in-depth sessions?
IMPLEMENTATION ● As you implement your plan, assess how quickly
the patient can learn information.
● The next step in the process is to plan and
● During teaching sessions, ask the patient to tell you
implement an individualized teaching plan.
when he or she is tired and watch for signs of
● In usual practice of health education, analysis of
fatigue such as yawning, inability to concentrate, or
program implementation consists of measuring the
inattentiveness.
attainment process, objectives, or determining the
● Keep teaching sessions relatively short-generally no
achievement of means designed to accomplish
more than 30 minutes and possibly as short as five
program goals.
minutes.
● Implementation of the teaching plan may not go as
● Plan on being able to grab those precious
envisioned. The nurse must constantly assess the
‘teachable moments' when the patient is ready to
patient’s response during this phase. The nurse

6 I GERONIMO, SNF
 OUR LADY OF FATIMA UNIVERSITY
COLLEGE OF NURSING BATCH 2026
NCMA 112 (HE)
ADAPTED FROM: POWERPOINT/LECTURE
learn-even when it means throwing your planned
timetable out the window.
WHERE TEACHING WILL TAKE PLACE
● Plan where you will teach, including considering
both comfort and privacy.
● If the patient may become upset or you must ask
intimate questions, find an empty room, wait until
the patient’s roommate has left for a while, or use
an empty treatment room or office.
● Whatever setting you use, make sure you try to limit
distractions and interruptions.
WHO WILL TEACH AND LEARN
● Will you be the primary teacher or will other
healthcare professionals be involved?
● Former patients who have been through a similar
experience can be helpful.
● You may be teaching people other than the patient,
such as a spouse, another caregiver, or a friend or
neighbor.
HOW TEACHING WILL OCCUR
● Use data from your assessment about the patient’s
preferred learning style to select the method.
○ GLOBAL LEARNERS - like to understand
the big picture first and work down to the
details.
■ As an example: when teaching a
global learner how to do home blood
glucose monitoring, you might start
with the overall purpose of monitoring
and then go on to details.
○ LINEAR LEARNERS - want the details
first and then expect a bigger picture to
emerge.
■ If your patient is a linear learner, start
with the first procedure that the patient
needs to know to operate the machine
and end with the bigger picture.
EXAMPLES OF METHODS AND MATERIALS:
TEACHING ● One-on-one sessions
METHODS ● Small group discussions and
support groups
● Demonstration and return
demonstration
● Role-playing
● Games
● Programmed instruction
TEACHING ● Pamphlets and brochures
MATERIALS ● Posters and flip charts
● Videos and closed circuit
television
● Computer – assisted instruction
– Internet, CDs
● Audio Cassettes
● Transparencies
o refers to a teaching style
that clarifies to students
the instructor's choices
for lesson plans and
specifies how those
choices relate to course
goals (“ask me anything”,
always have a “why)
● Models
W9: Evaluation And Documentation Of
Health Education Plan
DOCUMENTATION OF PATIENT EDUCATION
● Patient education is a key component to disease
management, convalescence, and overall wellness
maintenance.
● Documentation of patient education provides a
means of monitoring the type of patient education
performed, the patient response, and additional
educational needs.
● Enhancing patient education, careful
documentation can also minimize professional
liability
● Documentation should not only include specifics
about what topics were taught, but also include the
patients’ responses to this education.
PURPOSES OF DOCUMENTATION
● promotes communication about the patient’s
progress in learning among all health care team
members
● helps maintain continuity of care and avoids
duplication of teaching
● serves as evidence of the fulfillment of teaching
requirements for regulatory and accrediting
organizations
● provides a legal record of teaching
● can be done via flow-charts, checklists, care plans,
traditional progress notes, or computerized
documentation
● information must become a part of the patient’s
permanent medical record
STEPS IN EFFECTIVE DOCUMENTATION
USE A STANDARDIZED FORM
● They are teaching tools that can be an efficient way
to quickly find important information.
● Narrative report
DOCUMENT FORMAL AND INFORMAL TEACHING
● Formal teaching - curriculum that is taught at a
designated time
● Informal teaching that happens on an on-going
basis.
DESCRIBE THE RESPONSE OF THE LEARNERS
● brief description of the topics covered
● documentation should include a note about the
interaction/response of the learner
7 I GERONIMO, SNF
 OUR LADY OF FATIMA UNIVERSITY
COLLEGE OF NURSING BATCH 2026
NCMA 112 (HE)
ADAPTED FROM: POWERPOINT/LECTURE
PUT COPIES OF EDUCATIONAL MATERIALS IN
THE CHART
● actual teaching materials should be included in the
medical record
● helps with the continuity of care, avoids
unnecessary repetition, and helps to build on
lessons already learned
UPDATE THE TEACHING PLAN
● As patient education is an ongoing process of
learning and teaching, the patient’s medical chart
should include space to update the teaching plan
and include information about further learning
needs
WHAT TO DOCUMENT
● Patient’s learning needs
● Patient’s preferred learning style and readiness to
learn
● Patient’s current knowledge about his or her
condition and health care management
● Learning objectives and goals as determined by
both you and the patient
● Information and skills you have taught
● Teaching methods you have used, such as
demonstration, brochures, and videos.
● Objective reports of patient and family responses to
teaching
● Evaluation of what the patient has learned and how
learning was observed to occur
BARRIERS TO DOCUMENTATION IN HE
● The interactions of patient, physician and systemic
factors have implications for the implementation of
patient education
● The failure of adequate patient education may be
attributed to the lack of patient adherence
● The failure of nurses’ knowledge and skill level
● Organization of necessary programs in the current
healthcare system.
● The lack of educational resources
EVALUATION
● a systematic process by which the worth or value of
something, teaching and learning is judged
● the process that can justify that what we do as
nurses and as nurse educators makes a
value-added difference in the care we provide
● a process within a process is a critical component of
the nursing process, the decision-making process,
and the education process. It is the final component
of each of these processes.
THE PURPOSE OF EVALUATION IN HE
● Helps to determine how effective the education in
achieving objectives
● To determine whether resources are used efficiently
while achieving objectives
● Helps to improve health education practice by
learning from the successes, understanding and
changing any mistakes may have made.
● Evaluation should be conducted at the end of all
health education activities.
DETERMINING THE FOCUS OF EVALUATION
● For which audience is the evaluation being
conducted?
○ Audience comprises the persons or groups
for whom the evaluation is being
conducted
● For what purpose is the evaluation being
conducted?
○ Purpose of the evaluation is the answer to
the question
● Which questions will be asked in the
evaluation?
○ Questions to be asked in the evaluation
are directly related to the purpose for
conducting the evaluation, are specific,
and are measurable.
● What is the scope of the evaluation?
○ Scope considers the extent of what is
being examined, such as: “How many
aspects of education will be evaluated?,”
“How many individuals or representative
groups will be evaluated?,” and “What time
frame is to be evaluated?”
● Which resources are available to conduct the
evaluation?
○ Resources needed to conduct an
evaluation include time, expertise,
personnel, materials, equipment, and
facilities?
EVALUATION AND ASSESSMENT
ASSESSMENT EVALUATION
● gather, summarize, ● gather, summarize,
interpret, and use data interpret, and use data
to decide a direction to determine the extent
for action to which an action was
successful.
❖ The primary differences between these two terms are in
the timing and purpose of each process.
EVALUATION MODEL
PROCESS (FORMATIVE)
● It “forms” an educational activity
● to make adjustments in an educational activity
including personnel, materials, facilities, objectives,
or even one’s own attitude
NURSE’S SPECIFIC QUESTIONS ARE:
❖ Am I giving the patient time to ask questions?
8 I GERONIMO, SNF
 OUR LADY OF FATIMA UNIVERSITY
COLLEGE OF NURSING BATCH 2026
NCMA 112 (HE)
ADAPTED FROM: POWERPOINT/LECTURE
❖ Is the information I am giving orally consistent with
information included in instructional materials being
provided?
❖ Does the patient look bored? Is the room too warm?
❖ Should I include more opportunities for return
demonstration?
CONTENT EVALUATION
● To determine whether learners have acquired the
knowledge or skills taught during the learning
experience
● Asking a patient to give a return demonstration
● cognitive test at the completion of the program
● takes place immediately after the learning
experience to answer the guiding question
❖ To what degree did the learners learn what they were
taught?
❖ To what degree did learners achieve preset behavioral
objectives?
IMPACT EVALUATION
● To determine the relative effects of education on the
institution or the community
● To obtain information that will help decide whether
continuing an educational activity is worth its cost
❖ What is the effect of an orientation program on
subsequent nursing staff turnover?
❖ What is the effect of a cardiac discharge teaching
program on long-term frequency of rehospitalization
among patients who have completed the program?
TOTAL PROGRAM EVALUATION
● determines the extent to which all activities for an
entire department or program over a specified time
meet or exceed the goals originally established
● focuses on overall goals rather than on specific
learning objectives
● encompasses all aspects of educational activity
(e.g., process, content, outcome, impact) with input
from all the participants (e.g., learners, teachers,
institutional representatives, and community
stakeholders).
❖ How well did patient education activities implemented
throughout the year meet annual goals established for
the institution’s patient education program?
DESIGNING THE EVALUATION
● The design of an evaluation is created within the
framework, or boundaries, already established by
focusing the evaluation.
● An important question to be answered in designing
an evaluation is “How rigorous should the
evaluation be”.
● All evaluation should be systematic and carefully
planned and structured before they are conducted
and Evaluation design can be structured form
research perspective
QUESTIONS TO BE ASKED WHEN DESIGNING AN
EVALUATION TOOL
● What types of data will be collected?
○ Complete (people, program, environment)
● From whom or what will data be collected?
○ From participants, surrogates, documents,
and/or preexisting databases Include
population or sample
● How, when, and where will data be collected?
○ By observation, interview, questionnaire,
test, record review, secondary analysis,
Consistent with type of evaluation
Consistent with questions to be answered
● By whom will data be collected?
○ By learner, educator, evaluator, and/or
trained data collector
EVALUATION INSTRUMENT
● An evaluation should be conducted with existing
instruments, because instrument development
requires considerable expertise, time, and
expenditure of resources
○ The instrument must measure the
performance being evaluated exactly as
that performance has been operationally
defined for the evaluation
○ An Appropriate instrument should have
documented evidence of its reliability and
validity
○ Affordability and feasibility
EVALUATION OUTCOMES
EVALUATION OF LEARNING
● the last step of the teaching process
● a continuous and crucial step in the teaching
process
● includes determining if the teaching session was
successful and the patient learned the intended
information
● provides the needed evidence that the patient
received the and understood educational material
EVALUATION OF TEACHING
● to assess the effectiveness of the teaching activities
and decide which modifications, if any, are
necessary
● When learning objectives are not met,
reassessment is the basis for planning modification
of teaching-learning activities.
● Several activities can evaluate teaching
effectiveness, including the following:
○ Feedback from the learner, Feedback from
colleagues
○ Situational feedback, Self-evaluation
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 OUR LADY OF FATIMA UNIVERSITY
COLLEGE OF NURSING BATCH 2026
NCMA 112 (HE)
ADAPTED FROM: POWERPOINT/LECTURE
BARRIERS TO EVALUATION
LACK OF CLARITY
● Resolve by clearly describing five evaluation
components.
● Specify and operationally define terms.
LACK OF ABILITY
● Resolve by making necessary resources available.
● Solicit support from experts.
FEAR OF PUNISHMENT/LOSS OF SELF-ESTEEM
● Individuals being evaluated may fear that anything
less than a perfect performance will result in
punishment or that their mistakes will be seen as
that they are somehow unworthy or incompetent as
human beings
W10: Evidence Based Practice
● EBP is a problem solving approach that enables
clinicians to provide the highest quality of care for
patient and families by integrating following
approaches:
○ Critical Appraisal and critique of the most
relevant research(evidence)
○ Considering the own clinician expertise
○ Considering preferences and values of the
patient
● (EBP) is the conscientious use of current best
practice evidence in making decisions about patient
care. It integrates the most relevant and best
research, one’s own clinical expertise and patient
preferences and values
● It also includes careful review of research findings
according to guidelines that nurse scholars have
measure the merit of a study or group
BENEFITS OF EBP TO NURSES AND PATIENT
● provides nurses with the scientific research to make
well-founded decisions
● nurses can stay updated about new medical
protocols for patient care and increase patient’s
chances for recovery
● enables nurses to evaluate research so they
understand the risks or effectiveness of a diagnostic
test or treatments
● allows patients to have a proactive role in their own
healthcare since they can share their values and
preferences
CONCERNS RELATED TO EBP IN NURSING
● EBP is focused on science of nursing rather than art
of Nursing
● Strict reliance on EBP will place the nurses in role
of medical technician, where nursing will be
reduced to technical practice
● Research involving human is complex, findings
must be open for interpretation and only a basis for
practice
● It relates to promoting a link with EBM
● Its concern relates to potential linking healthcare
reimbursement
● Authors expressed that strict concentration on
based knowledge will lead to failure to capture
uniqueness of nursing and holistic care in practice
● Nursing care is disregarded for individualized
patient care
● Research must be considered within the context of
the practice and must integrate values and belief of
nursing philosophy
● Concern is related to the absence of consideration
for evidence gathered through quantitative research
and theory development.
● This leads to number of ethical issues that should
be considered
○ Example: restricting off label medication
that may be helpful for patients or certain
diagnoses.
PROMOTION OF EBP IN NURSING
● Implementation of EBP in Nursing is still evolving,
as often as nursing intervention are based on
experience, tradition, intuition common sense, and
untested theories
● EBP has grown rapidly, especially over the last
decade, the incorporation of nursing research
findings has stopped.
● There is a significant support for increasing
emphasis on EBP in Nursing and many
organization such as IOM, STTI,
● Practitioners, researchers, and scholars should
welcome it as because a systematic EBP may
assist nurses in reducing the gap between the
theory and practice
THE JOHN HOPKINS NURSING EBP MODEL
● The Johns Hopkins Nursing Evidence-Based
Practice (JHNEBP) model is a powerful
problem-solving approach to clinical
decision-making, and is accompanied by
user-friendly tools to guide individual or group use.
● The goal of the model is to ensure that the latest
research findings and best practices are quickly and
appropriately incorporated into patient care.
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 OUR LADY OF FATIMA UNIVERSITY
COLLEGE OF NURSING BATCH 2026
NCMA 112 (HE)
ADAPTED FROM: POWERPOINT/LECTURE
5 STEPS IN EBP
● FORM A CLINICAL QUESTION TO IDENTIFY A
PROBLEM.
○ P - patient, population, or problem of
interest
○ I - intervention or prognostic factor being
considered
○ C - comparison or intervention
○ O - outcome measured
○ T - time period.
● GATHER THE BEST EVIDENCE
○ look for current research and evidence that
potentially answers your question
● ANALYZE THE EVIDENCE APPLY THE
EVIDENCE TO CLINICAL PRACTICE
○ Assess and evaluate the strengths and
weaknesses of the evidence.
○ Take your findings and implement them
into practice and within the context of your
●
specific scenario.
ASSESS THE RESULT
○ Evaluate if the implemented changes were
effective and to what extent they can be
placed into standard practice
WHAT CAN A QUALITY IMPROVEMENT LEARN
FROM EVIDENCE BASED PRACTICE
● Evidence-based medicine and quality improvement
are among the most commonly-used terms in
healthcare and health systems.
● Evidence-based medicine is credited as one of the
greatest medical advances of the 20th century and
has influenced spheres far beyond health, from
‘evidence-based policy’ to ‘evidence-based
conservation
● The incorporation of quality improvement into daily
clinical practice, comparison of quality improvement
with evidence-based medicine may provide insights
to inform the future progress of the quality
improvement movement
EBP AND QUALITY IMPROVEMENT
BARRIERS TO IMPLEMENTING EBP
● Lack of knowledge and skills
● Cultures steeped in tradition
● Negative attitude about research and EBP
● Lack of belief resulting in positive outcome
● Too much information
● Lack of time and resources
● Too much patient loads
● Organizational constraints
● Lack of EBP mentors
● Peer/leader/manager resistance
● Resistance to change
● Lack of consequences for not implementing EBP
● Lack of autonomy and power to change
● Inadequate EBP content and behavioral skill in
educational program
W11: Ethico-Moral And Legal
Foundations Of Client Education
CODE OF ETHICS
● an articulation of nine provisions for professional
values and moral obligations with respect to nurse
patients and co-workers’ relationships
❖ Honor human dignity
❖ Nurse-patient boundaries
❖ Privacy and confidentiality
❖ Accountable for actions
❖ Maintain competence, safety and integrity and personal
growth
❖ Deliver a high quality of care
❖ Contributes to advancement of his profession
❖ Participates in global efforts for health promotion and
prevention
❖ Involve in professional nursing organization
APPLICATION OF ETHICAL PRINCIPLES OF
PATIENT EDUCATION
AUTONOMY
● Greek words: auto (“self”) and nomos (“law”)
● The right of competent adults to make informed
decisions about their own medical care.
● The Joint Commission points out that it is the
nurse’s responsibility to ensure informed decision
making by patients.
EXAMPLE:
❖ Witnessing the signing of an informed consent form after
verifying that the patient understands the procedure for
which they are giving permission.
VERACITY
● The principle of telling the truth, and is related to the
principles of autonomy.
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 OUR LADY OF FATIMA UNIVERSITY
COLLEGE OF NURSING BATCH 2026
NCMA 112 (HE)
ADAPTED FROM: POWERPOINT/LECTURE
● Justice Benjamin Cardozo identified an
individual’s fundamental right to make decisions
about their own body.
○ This ruling provides a basis in law for
patient education or instruction regarding
invasive medical procedures.
● Dilemma: Nurses are often confronted with other
issues of truth telling in the interest of full disclosure
of information with their patients.
EXAMPLE:
❖ A nurse might want to suggest alternative treatments
with a patient yet learns that the physician did not
disclose all possible treatment options when prescribing
a medical regimen for the care of this patient. Thus, in
some instances, nurses may find themselves in an
ethical bind, because nursing actions must be consistent
with medical therapies prescribed by physicians.
CONFIDENTIALITY
● The identity of the participants must remain
anonymous and the information they supply must
be respected.
● Refers to the personal information that is entrusted
and protected as privileged information via social
contract, healthcare standard or code, or legal
covenant.
○ When this information is acquired in a
professional capacity from a patient,
healthcare providers may not disclose it
without consent of the patient.
NONMALEFICENCE
● This principle holds that there is an obligation not to
inflict harm on others.
● “Do no harm” refers to the ethics of legal
determinations involving negligence and/or
malpractice.
❖ Negligence – conduct which falls below the standard
established by law for the protection of others against
unreasonable risk of harm.
❖ Malpractice – refers to a limited class of negligent
activities committed within the scope of performance by
those pursuing a particular profession involving highly
skilled and technical services.
BENEFICENCE
● Persons are treated in an ethical manner, not only
by respecting their decisions and protecting them
from harm, but also by making efforts to secure
their well-being.
● “Doing good” for the benefit of others
EXAMPLE:
❖ A nurse holding a dying patient’s hand.
JUSTICE
● A principle that when weighing up if something is
ethical or not, we have to think about whether it is
compatible with the law, the patient’s rights, and if it
is fair and balanced.
● Speaks to fairness and equitable distribution of
goods and services.
EXAMPLE:
❖ Rules that prevent smoking in residents' rooms are
enforced without exception as dictated by the principle
of Justice, thereby restricting individual autonomy.
Therefore, Justice demands that one's right to exercise
Autonomy is limited when it affects the safety and
well-being of another person.
THE ETHICS OF EDUCATION IN CLASSROOM AND
PRACTICE SETTINGS
THE STUDENT-TEACHER RELATIONSHIP
● The teacher possesses discipline-specific
responses which is the key to students’ academic
success, career achievement and competent care
of patients.
● Potential blurring of professional-personal
boundaries
SPECIFIC CRITERIA TO DISTINGUISH BETWEEN
INTERACTIONS THAT ARE APPROPRIATE:
❖ Risk of harm to the students or to the student-teacher
relationship
❖ Presence of coercion or exploitation
❖ Potential benefit to students or the student – teacher
relationship
❖ Balance of student’s interest and teacher’s interest
❖ Presence of professional ideals
THE PATIENT-PROVIDER RELATIONSHIP
● It is important to recognize the balance of power
that exists between a nurse to a nursing student
and a patient.
● Ethics of being a patient includes respecting nurses
and trusting them to have the best interest.
● Patients have a moral claim on the nurse’s
competence.
CRITERIA TO ASSIST THE TEACHER IN COUNSELING
THE PATIENT:
❖ Risk of harm to the students or to the teacher
relationship
❖ Presence of coercion or exploitation
❖ Potential benefit to students or the student – teacher
relationship
❖ Balance between students’ interest and teachers
interest
❖ Presence of professional ideals
STEPS DESIGNED TO BETTER GUIDE ETHICAL
DECISION MAKING
1. The identification of ethical problem
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 OUR LADY OF FATIMA UNIVERSITY
COLLEGE OF NURSING BATCH 2026
NCMA 112 (HE)
ADAPTED FROM: POWERPOINT/LECTURE

2. The collection of information to identify the problem IDENTIFICATION OF PATIENT AND FAMILY
and develop solutions EDUCATION IS BASED ON THE FOLLOWING:
3. The development of alternatives for analysis and
comparison ● Readiness to learn
4. The selection of best alternatives and justification ● Obstacles to learning (language, sensory visual or
5. The development of diverse, practical ways to hearing, low literacy, cognitive deficit
implement ethical decisions and actions ● Referrals, which include a patient advocate or
6. The evaluation of effects and the development of ethics committee
strategies to prevent similar occurrences
FACTORS THAT AFFECT OBTAINING INFORMED
LEGALITY OF PATIENT EDUCATION AND CONSENT
INFORMATION
1. Patient comprehension
● Patients’ bill of rights is the right of the patient to 2. Patient use of disclosed information
adequate information regarding his physical 3. Patient autonomy
condition, medication, risk, and access to 4. Demands on providers
information regarding alternative treatment 5. Physician meeting minimum standards
10 PATIENT’S RIGHTS:
❖ Right to appropriate medical care
❖ Right to informed consent
❖ Right to privacy and confidentiality
❖ Right to information
❖ Right to choose healthcare provider and facility
❖ Right to self-determination
❖ Right to religious belief
❖ Right to medical records
❖ Right to leave
❖ Right to refuse participation in medical research

ADDITIONAL:
❖ Right to correspondence and to receive visitors
❖ Right to express grievances
❖ Right to be informed of his rights and obligations as a
patient

● The Joint Commission (TJC) stated the patient right

to education and information
● The regulations pertaining to a patient's education
are published and enforced in many states.
● Physicians are responsible and accountable for
proper patient education
● Patient education is central to the culture of nursing
as well as to its legal practice.

LEGAL AND FINANCIAL IMPLICATION OF

DOCUMENTATION

● To qualify for Medicare and medic-aid

reimbursement, the hospital has to show evidence
that patient education has been a part of patient
care.
● RESPONDEAT SUPERIOR provides that the
employer may be held liable for negligence, assault,
and battery, false imprisonment, slander, libel, and
tort.

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