NCM 102:HEALTH EDUCATION 1.

Performance
2.Condition
DEVELOPING HEALTH EDUCATIONAL PLAN 3.Criterion

ELEMENTS:
THE FOUR-PART METHOD OF OBJECTIVE WRITING
1.Purpose CONDITIO AUDIENCE BEHAVIOR DEFENSE
2.Goal N
3.Objectives
Using a The staff Will The correct procedure
4.Content
5.Method model nurse demonstrate for changing sterile
6.Time dressings
7.Resources After The Will select High protein foods for
8.Evaluation watching a caregiver the patient with 100%
PURPOSE video accuracy
 The WHY of the educational session

GOAL
SAMPLES OF OBJECTIVES
 Final outcome to be achieved at the end of the teaching and WELL-WRITTEN POORLY WRITTEN
learning process Following instruction on The patient will be able to
hypertension, the patient will be prepare a menu using low-salt
able to state of high blood foods.
OBJECTIVES
pressure.
 Specific, single, concrete, one-dimensional behavior On completing the reading During the discharge teaching,
 Short term, achieved after or thereafter materials provided about the the patient will be more
 Educational care of the newborn, the mother comfortable with insulin
 Instructional will be able to express any injections
 Behavioral/Learning concerns she has on caring for
 S – pecific her baby after discharge.
M – easurable
A – ttainable
R – ealistic
T – ime-bounded

HOW TO WRITE OBJECTIVES:

EXAMPLE OF VERBS WITH MANY OR FEW INTERPRETATIONS
MANY INTERPRETATIONS FEW INTERPRETATIONS
To know To allow; to explain
To understand To choose; to identify
To appreciate To classify; to list
To realize to compare; to order
To be familiar with To construct; to predict
To enjoy To contras; To recall
To value To define; to recognize
To be interested in To describe; to select
To feel To demonstrate; to state
To think To differentiate; to verbalize
To learn To distinguish; to write

TAXONOMY OF OBJECTIVES ACCORDING TO LEARNING DOMAINS

TEACHING METHODS & STRATEGIES PARTS OF LECTURE
 Introduction
 Present and explain objectives
TEACHING METHODS  Use of set
 Body
 Way info is taught that brings learner into contact with what is to be learned  Content
 Conclusion –
Factors to consider
 Wrap up of the topic
 Audience characteristics
 Educator’s expertise as a teacher
 Objectives of learning
VARIABLE OF SPEECH
 Potential for achieving learning outcomes
 Cost-effectiveness  Volume
 Setting for teaching  Rate
 Evolving technology  Pitch/tone
LECTURE  Pronunciation
 Enunciation
 Highly structured method by which educator verbally transmits info  Proper grammar
directly to group of learners  Avoidance of speech fillers

Pros
VARIABLE OF BODY LANGUAGE
 Describes patterns, highlights main ideas, present unique ways of viewing
info  Demo enthusiasm
 Provide foundational background info  Make frequent eye contact
 Easily supplemented with instructional materials  Use posture and movement
 Self-confidence and Professionalism
Cons  Use gestures
 Allows minimal exchange between educator and learner  Non-repetitive
 Passive role of learners
 “abused” method VARIABLE OF VISUAL AIDS
Approaches for effective transfer of knowledge (Silberman, 2006)  Do not put all content on slides
 Use opening and summary statements  Use largest font possible
 Present key terms  Do not exceed 25 words per slide
 Offer examples  Choose colors with high level contrast
 Use analogies  Use graphics
 Use visual backups  Do not overdo animation
  Cooperative learning
 Educator is center of authority, with group tasks more
GROUP DISCUSSION
close ended and often have specific answers
 Learners get together to actively change info, feelings, and opinions with
one another and with the educator 4 key components
Extensive structuring of learning tasks
Pros Strongly interactive student-student execution of
task
 Enhances learning Immediate debriefing or other assessments
 Learner- & subject-centered Instructional modification based on feedback
 Stimulates to think about issues
 Encourages experience exchange  Case studies
 Provides chances for sharing of ideas  Offers opportunities to become thoroughly acquainted
 Fosters interpersonal relations with patient situation before discussion of patient and
 Reinforces previous learning family needs and identifying health-related problems

Cons  Seminars
 Several sessions in which group of staff nurses/students,
 One or more domination
facilitated by educator, discuss questions and issues
 Easy to stray
emerging from assigned readings on a topic
 Refusal of shy members to share
 Challenge for novice teachers
 More time consuming ONE-TO-ONE INSTRUCTION
 Requires teacher’s presence at all times
PROS
 Requires skill of tact for members who stray or dominate
 Tailored pace and content
 Ideal intervention
TYPES OF GROUP DISCUSSION
 Good for 3 learning domains
 Team-based learning  Suitable for physically and educational disadvantaged
 Uses structured combination of preclass preparation,  Immediate feedback opportunity
individual and group readiness assurance tests and
application exercises CONS
 Isolation of learner
4 key principles
Forming heterogeneous groups  Deprivation of identification with others
Stressing student accountability  Putting on the spot
Providing meaningful team assignments  Misinterpretation of questioning
Providing feedback  Overwhelmed and anxious feeling on too much info for learner
EDUCATORS’ GUIDE FO HELP LEARNER THRU STAGES OF GAMING
CHANGE
 Method of instruction requiring learner to participate in competitive play
 Precontemplation stage – Provide information in a nonthreatening with preset rules
manner
Pros
 Contemplation Stage – Support decision making for change  Fun with a purpose
 Promotion of retention of info
 Easy to devise or modify
 Preparation Stage – Support a move to action
 Adds variety to learning
 Excellent for dull or repetitive content
 Action Stage –Encourage constant practice of new behavior
Cons

 Maintenance Stage – Continue encouragement and support  Creates competitive environment

 Requires small group size
DEMO AND RETURN DEMO  Requires more flexible space
 Potentially higher noise level
Demo  May be more physically demanding; not possible for physically challenged
 what educator does to show the learner how to perform a skill

Return Demo SIMULATION

 learner carries out as an attempt to establish competence by performing  Trial-and-error method where artificial experience is created engaging the
task with cues from educator as needed learner in an activity reflecting real-life conditions but with risk-taking
consequences of reality
Pros
Pros
 Effective (psychomotor)
 Actively engages learner  Excellent for psychomotor
 Repetition of movement and constant reinforcement harbors competence,  Enhances higher level problem-solving & interactive skills
confidence and retention  Provides active learner involvement
 Provides chances for overlearning  Guarantees safe, nonthreatening environment

Cons Cons

 Requires plenty of time  Expensive

 Requires smaller size of audience  Very labor intensive
 Equipment may be expensive  Not readily available to all
 Extra space and equipment is needed
 Competency evaluation is 1:1
ROLE PLAY Elements of Self-Instruction Module
 Learners actively participate in an unrehearsed dramatization  An intro with statement of purpose and directions on use
 A list of prerequisite skills
Pros  A list of behavioral objectives
 Opportunity to explore feelings and attitudes  A pretest
 Potential for bridging gap between understanding & feeling  An identification of resources
 Narrows role distance between patients & professionals  An outline of actual learning activities
 An estimated total length of time for completion
Cons  Different presentations for material based on objectives and resources
available
 Limited to small groups
 Periodic self-assessments
 Tendency of some to overexaggerate
 A posttest
 A role loses reality of overplayed
 Discomfort of some on their roles Pros
 Allows for self-pacing
ROLE MODELS  Stimulates active learning
 Use of self as role model  Provides opportunity to review and reflect
 Identification  Offers built-in, frequent feedback
 Targets affective domain  Indicates mastery of material accomplished

Pros Cons

 Influences attitudes to achieve behavior change  Limited with those having literacy problems
 Potential of positive role models  Not appropriate for visually and hearing impaired
 Requires high levels of motivation
Cons  Not good for procrastinators
 May induce boredom if overused
 Requires rapport between model and learner
 Potential for negative role models

“Actions speak louder than words.”

SELF-INSTRUCTION
 Used to provide or design instructional activities that guide learner in
independently achieving the objectives of learning
 Focuses on one topic; INDEPENDENT study