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:
 Process which provides the nurse educator
with information regarding the learner’s
knowledge and skills needed to efficiently
and effectively transfer knowledge and
skills to the learners
 Refers to gathering of data about the
learner’s demographic profile, skills
and abilities needed in identifying the
most appropriate teaching strategy
2. Planning
Organized written presentation of
what the learner needs to learn and
how the nurse educator will initiate
the teaching process
Includes culturally-relevant skills, learning
goals, type of teaching-learning setting,
timeline and specific sets of learners
activities
STEPS IN EDUCATION PROCESS
3. Implementation
and
Application
of
the Teaching Plan
 Includes procedures or techniques
and strategies which the teacher will
use in implementing the plan.
 The point where theoretical and
practical aspects of teaching-learning
process meet as the teacher applies
the plan
4.Evaluation
 The
measurement of the teachinglearning performance of both the
teacher and the learner
 It is objective and constructive
in relation to creating effective
change in the behavior of the teacher
and learner in terms of input, process,
and output
DIFFERENCE BETWEEN THE EDUCATION PROCESS A N D NURSING
PROCESS
◾ Nursing
process
focuses
on
planning and implementation of care
based on assessment and diagnosis of
the physical and psychosocial needs of a
patient
◾ Education
process focuses on
planning and implementation of
teaching based on assessment and
prioritization of the learner’s needs,
readiness to learn and learning
styles
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
III.
Selecting 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:
 Is the final outcome to be achieved at the
end of the teaching and learning process
 Commonly referred as learning outcomes
 Broad in nature,long-term target
 Desired
outcomes of learning that
realistically can be achieved usually in
few days, weeks or months.
 Considered as multidimensional because
a number of objectives are subsumed into
the overall goal
◾ Objective:
 Specific,
single, concrete,
one dimensional behavior
 Short-term and should be achieved at
the end of one teaching session, or
shortly after several teaching sessions
 Intended result of instruction
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 is
testing situation)
the learner)
Behavior (Learner
performance)
Degree (Criterion
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 LYS IS 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: Mental
skills (Knowledge)
Affective: Growth
in feelings
(Attitude)
•Created in 1954
Psychomotor:
Manual/physical
skills (Skills)
Known as the thinking domain
Involves acquiring information and addressing the development
of the learner’s intellectual abilities, mental capacities,understanding
and thinking processes
Known as the feeling domain
Involves an increasing internalization or commitment to feelings
expressed as emotions, interests, beliefs, attitudes, values, and
appreciation
Known as the skills domain
Involves acquiring fine and gross motor abilities .
Chapter 10 Bastable, S
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://MBMTRAIN IN G.CO 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
Comprehensio
n
Application
Understanding of what was read
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
Converting abstract content to
concrete situations
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
◾ Duplicate
◾ Identify
◾ Label
◾ List
◾ Memorize
◾ Recall
◾ Recognize
◾ Relate
◾ Repeat
◾ Reproduce
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
◾ Describe
◾ Discuss
◾ Explain
◾ Express
◾ Identify
◾ Indicate
◾ Locate
◾ Recognize
◾ Report
◾ Restate
◾ Review
◾ 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
◾ Evaluate
◾ Estimate
◾ 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
◾ Formulate
◾ Assemble
◾ 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
DOMAIN
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.
2.
Receiving
3.
Valuing
a.
Differentiate
a.
Assist, help,support
b.
Separate
b.
Specify, relinquish
c.
Select
c.
Argue, debate
d.
Combine
e.
Accept
a.
Discuss, compare
Responding
b.
Organize, define, formulate
a.
Follow
b.
Approve
c.
Discuss
4.
5.
Organization
Characterization
a. Manage, resolve, resist
◾ 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
8. Method(s) used to evaluate learning
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 ofTeaching and Learning for Nursing Practice 5th edition. Jones and
Barlett Learning,LLC :Burlington Massachusettes
Additional Resources:
◾ Castro,Cecilia E.2011. Health Education for Nursing and Other Allied Professions (withTeaching Strategies
and Principles ofTeaching and Learning)Text-Workbook 1st edition.Educational Publishing House: Manila
◾ Tan,Crestita B.2017.The Nurse as Health Educator Concepts,principles and Strategies inTeachingText andWorkbook 2nd
edition. APD Educational Publishing House: Manila