DEVELOPING A HEALTH EDUCATION PLAN

TOPIC LEARNING OUTCOMES

◾ Formulate health education plan for the client’s specific learning needs.
◾ Differentiate goals and objectives.
◾ Distinguish the three domains of learning.
◾ Write behavioral objectives correctly.
◾ Develop a health education plan for a specific client.
◾ Use teaching methods appropriate for the instruction of clients.
◾ Recognize the role of the nurse educator in developing objectives for planning, implementation and evaluation
of
teaching and learning.
 Elements
 Objectives
 Strategies and
Methodologies
 Resources
 Evaluation
 EDUCATION

◾ Is an interactive process of imparting knowledge through sharing, explaining,

clarifying and synthesizing the substantive content of the learning process in order
to arrive at a positive judgment and well-developed wisdom and behavior (Kozier)

◾ An application of several teaching and learning principles which compromise a

body of knowledge and research findings ultimately meant to result in the
formation of expected behavior of an individual (Heidgerken)
 TEACHING

◾ Is the process of providing learning materials. Activities, situations,

and experiences that enable the clients or learners to acquire
knowledge, attitudes, values and skills in order to facilitate self-reliant
behavior.
 PATIENT TEACHING

◾ Is a basic function of nursing, the concept of patient teaching is

perceived as a legal and moral requirement of licensed nursing
personnel and defined as a system of activities intended to produce
learning and change in client health behavior (Nursing Fundamentals)
 EDUCATION PROCESS

◾ Is a systematic, sequential, logical, scientifically based, planned course of action

consisting of teaching and learning (Bastable)
◾ A cycle that involves a teacher and a learner
◾ a teaching-learning process occurs before the lesson starts and continues after
the last lesson ends.
 STEPS IN EDUCATION PROCESS

1. Assessment:
2. Planning
 Process which provides the nurse
Organized written presentation of what
educator with information regarding the
the learner needs to learn and how the
learner’s knowledge and skills needed to
nurse educator will initiate the teaching
efficiently and effectively transfer
process
knowledge and skills to the learners
 Refers to gathering of data about the Includes culturally-relevant skills,
learning goals, type of teaching-
learner’s demographic profile, skills
learning setting, timeline and specific
and abilities needed in identifying the
sets of learners activities
most appropriate teaching strategy
 STEPS IN EDUCATION PROCESS

3. Implementation and Application of

4.Evaluation
the
Teaching Plan  The measurement teaching-
of the learning both
 Includes procedures or techniques
performance of teacher the
and strategies which the teacher will
use in implementing the plan.  and the learner
It is objective and constructive in
relation to creating effective change
 The point where theoretical and
in the behavior of the teacher and
practical aspects of teaching-learning
learner in terms of input, process, and
process meet as the teacher applies
output
the plan
 DIFFERENCE BETWEEN THE EDUCATION PROCESS A N D NURSING
PROCESS

◾ Education process focuses on planning

◾ Nursing process focuses on planning
and implementation of teaching
and implementation of care based on
based on assessment and prioritization
assessment and diagnosis of the
of the learner’s needs, readiness to
physical and psychosocial needs of a
learn and learning styles
patient
 THE PLANNING SEQUENCE

I. Developing a course outline or syllabus

◾ Syllabus – is a plan of the entire course, a course outline and
program of study that an educator prepares before the actual
health education course begins.
◾ It is more extensive and detailed than teaching plan
◾ Contents of syllabus:
◾ Course code
◾ Course title
◾ Credits
◾ Course description
◾ Course requirements
◾ Name of the instructor
◾ Methods to be used
◾ Course objectives
◾ Outline of topics
◾ Textbook and reference materials
◾ Methods of evaluation
II. Formulate the
Objectives
Selecting
III.
content
◾ Factors to be considered:
1. The course objectives serve as the compass which will guide the teacher
with the topics, subtopics, approaches and strategies as well as the course
requirements and materials to be used.
2. Time to be allotted for each topic
3. Avoid cramming too much information and details
4. Give time for questions or interactive discussions
IV. Selecting
teaching
methods
◾ Factors affecting the choice of teaching methods:
1. The method will depend on the objectives and type of learning
2. Methodology is influenced by course content
3. Teaching strategy depend on the abilities and interests of the teacher
4. Take into consideration the learning needs and learning styles of the students
when
choosing teaching methods and strategies
5. Teaching methods depends also on the number of students in class
V. Choosing a textbook/references
VI. Conducting the class
 STEPS IN WRITING A HEALTH EDUCATION PLAN

1. Assess the learning needs

1. What are the characteristics and learning capabilities of the learner or client?
2. What needs have been identified and prioritized in terms of health
promotion, risk reduction and health problems?
3. What knowledge does he or she already have in relation to the subject
matter?
4. Is the client motivated to change unhealthy behaviors?
 ELEMENTS

1. Course objectives:
 State clearly the desired outcome; objectives must be student centered
and focused on terminal behavior desired to be achieved
2. Related to previous work
 The plan should relate each class session to the previous work of the course
which serves as a basis for coherence, consistency and continuity in presenting
the subject matter
3. Selection and organization of the subject matter
 OBJECTIVES

◾ TYPES OF OBJECTIVES:
◾ Educational objectives: 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 units.
◾ Instructional objectives: describe the teaching activities, specific content areas,
and
resources used to facilitate effective instruction
◾ Behavioral objectives: also known as “Learning objectives” use of the modifier
behavioral or learning objectives to denote that this type of objective is action
oriented rather than content oriented, learner centered rather than teacher
centered, and short-term outcome focused rather than process focused.
◾ Describes precisely what the learner will be able to do following a learning situation
 CHARACTERISTICS OF GOAL
A N D OBJECTIVE

◾ Goal:
◾ Objective:
 Is the final outcome to be achieved at
the end of the teaching and learning  Specific, concrete,
process single, dimensional one-
 Commonly referred as learning outcomes  behavior
Short-term and should be achieved at
 Broad in nature, long-term target the end of one teaching session, or
 Desired outcomes of learning that shortly after several teaching sessions
realistically can be achieved usually in  Intended result of instruction
few days, weeks or months.
 Considered as multidimensional because
a number of objectives are subsumed into
the overall goal
 WRITING BEHAVIORAL OBJECTIVES A N D GOALS

◾ Characteristics:

1. Performance:
describes what the learner is expected to be able to do to demonstrate the kinds of behaviors
the teacher will accept as evidence that objectives has been achieved.
2. Condition:
describes the situations under which the behavior will be observed or the performance will be
expected to occur
3.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
◾ Key questions:
1. What should the learner be able to do?
2. Under which condition should the learner be able to do it?
3. How well must the learner be able to do it?

Behavioral objectives are statements that communicate who will do what under which
conditions and how well, how much, or when (Cummings, 1994)
ABCD Rule (Smaldino, Lowther, and Russell, 2012)
◾ A – Audience (who)
◾ B – Behavior (what)
◾ C – Condition (under which circumstance)
◾ D – Degree (How well, to what extent, within what
time frame)
 EXAMPLE

◾ After 20-minute teaching session on relaxation techniques, Mrs. Cruz

will be able to identify three distinct techniques for lowering her stress
level
The Four-Part Method of Objective Writing

Condition (circumstance or Audience (Identify who Behavior (Learner Degree (Criterion

testing situation) is the learner) performance) reflecting quality or
quantity of
mastery)

Using a model The students Will demonstrate The correct procedure for
NGT insertion

After watching a video The caregiver Will select High-protein foods for the
patient with 100%
accuracy
Following health teaching The patient Will list At least three
importance of good
nutrition
Writing SMART OBJECTIVES

SPECIFIC Be specific about what is to be achieved

MEASURABLE Quantify or qualify objectives by including numeric, cost, or percentage amounts of the
degree/level of mastery expected

ATTAINABLE Write attainable objectives

REALISTIC Resources must be available and accessible to achieve objectives

TIMELY Date when the objectives will be achieved

A N A LYSI S OF C O M P E T E N C I E S BY
D O M A I N S A N D LEVEL OF L E A R N I N G
◾ Taxonomy :
 Is a classification, categorization or arrangement of things based on
their relationship with one another
◾ Taxonomy of Educational Objectives:
 Is a tool for the systematic classification of behavioral objectives:
cognitive, affective, psychomotor
WHAT IS COMPETENCY?

◾ A combination of skills, knowledge and attitude that enables an individual to

perform a task to the standards required for successful job performance.
◾ Deals with "what is expected in the workplace."
◾ Emphasis on performing an actual job and not gaining knowledge or skills
for their own sake.
 BLOOM’S DOMAINS OF LEARNING/COMPETENCIES

Cognitive: Known as the thinking domain

Mental skills Involves acquiring information and addressing the development
of the learner’s intellectual abilities, mental capacities,
(Knowledge) understanding
and thinking processes
Affective:
Known as the feeling domain
Growth in Involves an increasing internalization or commitment to
feelings feelings expressed as emotions, interests, beliefs, attitudes,
(Attitude) values, and appreciation

Psychomotor: Known as the skills domain

Manual/physical Involves acquiring fine and gross motor abilities .
•Created in 1954 skills (Skills)
Chapter 10 Bastable,
BLOOM’S REVISED T A X O N O M Y
Comprehending the meaning
 Higher Ordered Skills (HOTS)

Lower Ordered Skills (LOTS)

31
MBM TRAINING SERVICES HTTP://MBMTRAINING.C O M

COGNITIVE DOMAIN
WHY IS BLOOM’S TAXONOMY IMPORTANT?

1. All learning involves prior elements and stages

◾ Before we can understand a concept, we have to remember it
◾ Before we can apply the concept, we must understand it, etc.

2. Importance of analyzing prior knowledge

3. Focus on outcome, not tools
4. Knowledge based economy requires higher ordered thinking
skills
Competence Skills Demonstrated
Knowledge The recall of specific information

Comprehension Understanding of what was read

Application Converting abstract content to concrete

situations
Analysis Comparison and contrast of the content to
personal experiences
Synthesis Organization of thoughts, ideas, and
information from the content
Evaluation Judgment and evaluation of characters,
actions, outcomes, etc., for personal reflection
and understanding
KNOWLEDGE/REMEMBERING
MEMORIZATION

◾ Observation and recall of

information
◾ Knowledge of dates, events, places
◾ Knowledge of major ideas
◾ Mastery of subject matter
KNOWLEDGE/REMEMBERING
MEMORIZATION
◾ Arrange ◾ Name

◾ Define ◾ Order

◾ Describe ◾ Quote
◾ Recall
◾ Duplicate
◾ Recognize
◾ Identify
◾ Relate
◾ Label ◾ Repeat
◾ List ◾ Reproduce

◾ Memorize
 COMPREHENSION/UNDERSTANDING
UNDERSTANDING

◾ Understand information
◾ Grasp meaning
◾ Translate knowledge into new
content
◾ Interpret facts, compare, contrast
◾ Order, group, infer causes
◾ Predict consequences
COMPREHENSION/UNDERSTANDING
UNDERSTANDING

◾ Classify
◾ Locate
◾ Describe
◾ Recogniz
◾ Discuss e
◾ Explain ◾ Report
◾ Express ◾ Restate
◾ Identify ◾ Review
◾ Indicate ◾ Select
◾ Translate
 APPLICATION /APPLYING
USING

◾ Use information
◾ Use methods, concepts, theories in new
situations
◾ Solve problems using required skills or
knowledge
APPLICATION /APPLYING
USING

◾ Apply ◾ Operate
◾ Choose ◾ Practice
◾ Demonstrate ◾ Schedule
◾ Dramatize ◾ Sketch
◾ Employ ◾ Solve
◾ Illustrate ◾ Use
◾ Interpret ◾ Write
 ANALYSIS/ANALYZING
TAKING APART

◾ Recognition of patterns
◾ Organization of parts
◾ Discovery of hidden
meanings
◾ Identification of components
ANALYSIS/ANALYZING
TAKING APART

◾ Analyze ◾ Differentiate

◾ Appraise ◾ Discriminate

◾ Calculate ◾ Distinguish

◾ Categorize ◾ Examine

◾ Compare ◾ Experiment

◾ Contrast ◾ Question

◾ Criticize ◾ Test
EVALUATION/EVALUATING
JUDGING

◾ Compare and discriminate between ideas

◾ Assess value of theories, presentations
◾ Make choices based on reasoned
argument
◾ Verify value of evidence
◾ Recognize subjectivity
EVALUATION/EVALUATING
JUDGING

◾ Appraise ◾ Judge
◾ Argue ◾ Predict
◾ Assess ◾ Rate
◾ Attach ◾ Select
◾ Choose ◾ Support
◾ Compare ◾ Value
◾ Defend ◾ Evaluat
◾ Estimate e
◾ Explain
SYNTHESIS/CREATING
PUTTING TOGETHER

◾ Use old ideas to create new ones

◾ Generalize from given facts
◾ Relate knowledge from several
areas
◾ Predict, draw conclusions
SYNTHESIS/CREATING
THE ORGANIZATION OF THOUGHTS, IDEAS, AND INFORMATION
FROM THE CONTENT

◾ List the events of the story in sequence.

◾ Do you know any other stories about little girls or boys who
escaped from danger?
◾ Make a diorama of the bears’ house and the forest.
◾ Make a puppet out of one of the characters. Using the puppet, act
out his/her part of the story.
SYNTHESIS/CREATING
PUTTING TOGETHER

◾ Arrange ◾ Formulat
◾ Assemble e
◾ Manage
◾ Collect
◾ Organize
◾ Compose
◾ Plan
◾ Construct
◾ Prepare
◾ Create
◾ Propose
◾ Design
◾ Set up
◾ Develop
◾ Write
T A X O N O M Y OF E D U C A T I O N A L OBJECTIVES:
AFFECTIVE D O M A I N

Characterization by value or value concept

T A X O N O M Y OF E D U C A T I O N A L OBJECTIVES: AFFECTIVE
DOMAIN

1. Receiving 3.
Valuing
a. Differentiate a. Assist, help,
support
b. Separate
b. Specify, relinquish
c. Select
4. c. Argue, debate
d. Combine
Organization
e. Accept a. Discuss, compare
2. b. Organize, define,
Responding formulate
a. Follow 5. Characterization
b. Approve a. Manage, resolve,
resist
c. Discuss
◾ Teaching methods most commonly
used
 Affective questioning
 Case study
 Role playing
 Simulation
 Group discussion
T A X O N O M Y OF E D U C A T I O N A L OBJECTIVES:
PSYCHOMOTOR DOMAIN
 DEVELOPMENT OF TEACHING PLANS

◾ Teaching plan is a blueprint to achieve the goal and the objectives that have
been developed
◾ Major reasons why teaching plan is developed:
a. To direct the teacher to look at the relationship between each of the
steps of the
teaching process to make sure that there is a logical approach to teaching
b. To communicate in writing exactly what is being taught, how it is being taught
and evaluated, and the time allotted to meet each of the behavioral objectives.
c. To legally document that an individual plan for each learner is in place and is
being properly implemented.
 BASIC ELEMENTS OF TEACHING PLAN

1. Purpose (the why of the educational session)

2. Statement of the overall goal
3. List of objectives
4. An outline of the content to be covered in the teaching
session
5. Instructional method(s) used for teaching the related content
6. Time allotted for the teaching of each objective
7. Instructional resources (materials/tools and equipment)
needed
 CONSIDERATIONS WHEN FORMULATING A TEACHING PLAN

1. There should be internal consistency within the plan.

2. A decision needs to be made about what domains should be included.
3. The content, methods of teaching,, time allocation, resources and methods of
evaluation should be parallel with each objective and be appropriate in
accomplishing the domain of learning
4. The educator needs to be conscious and realistic in developing certain elements of
a
teaching plan
5. The content outline depends on the complexity of the objective and how it
relates to the goal
 CONSIDERATIONS WHEN FORMULATING A TEACHING PLAN

6. The method/s of teaching should be appropriate for the information being taught,
the learners, and the setting
7. The amount of time of each teaching objective also must be specified (A
teaching session should be no more than 15 – 20 minutes in length and
certainly no more than 30 minutes
8. The resources should match the content and support the teaching method/s
9. The method/s of evaluation should relate the domains of each objective and
validate whether the goal has been met
 REFERENCES

Main Reference:
◾ Bastable, Susan B. 2019. Nurse as Educator principle of Teaching and Learning for Nursing Practice 5th Jones
edition. Barlett Learning, LLC : Burlington Massachusettes and
Additional Resources:
◾ Castro, Cecilia E. 2011. Health Education for Nursing and Other Allied Professions (with Teaching
Strategies and Principles of Teaching and Learning) Text-Workbook 1st edition. Educational Publishing
◾ House: Manila
Tan, Crestita B. 2017.The Nurse as Health Educator Concepts, principles and Strategies in Teaching Text and
Workbook 2nd edition. APD Educational Publishing House: Manila