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    Health Education Finals

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    shookt jin
    The document discusses planning and conducting health education classes for nursing students. It covers establishing learning objectives in the cognitive, affective, and psychomotor domains. It also discusses Bloom's Taxonomy for structuring learning outcomes and assessments. The document provides examples of organizing content logically from general to specific. It describes selecting teaching methods based on objectives, content, learners, class size, and resources. Finally, it discusses choosing assessment methods and an instructional plan, as well as activity-based teaching strategies like cooperative learning, simulations, and problem-based learning.

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    Health Education Finals

    Uploaded by

    shookt jin
    33 views2 pages
    The document discusses planning and conducting health education classes for nursing students. It covers establishing learning objectives in the cognitive, affective, and psychomotor domains. It also discusses Bloom's Taxonomy for structuring learning outcomes and assessments. The document provides examples of organizing content logically from general to specific. It describes selecting teaching methods based on objectives, content, learners, class size, and resources. Finally, it discusses choosing assessment methods and an instructional plan, as well as activity-based teaching strategies like cooperative learning, simulations, and problem-based learning.

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    The document discusses planning and conducting health education classes for nursing students. It covers establishing learning objectives in the cognitive, affective, and psychomotor domains. It also discusses Bloom's Taxonomy for structuring learning outcomes and assessments. The document provides examples of organizing content logically from general to specific. It describes selecting teaching methods based on objectives, content, learners, class size, and resources. Finally, it discusses choosing assessment methods and an instructional plan, as well as activity-based teaching strategies like cooperative learning, simulations, and problem-based learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    33 views2 pages

    Health Education Finals

    Uploaded by

    shookt jin
    The document discusses planning and conducting health education classes for nursing students. It covers establishing learning objectives in the cognitive, affective, and psychomotor domains. It also discusses Bloom's Taxonomy for structuring learning outcomes and assessments. The document provides examples of organizing content logically from general to specific. It describes selecting teaching methods based on objectives, content, learners, class size, and resources. Finally, it discusses choosing assessment methods and an instructional plan, as well as activity-based teaching strategies like cooperative learning, simulations, and problem-based learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    HEALTH EDUCATION

    FINALS
    COLLEGE OF HEALTH AND SCIENCES: BSN
    2nd SEMESTER S.Y 2022-2023
    PLANNING AND CONDUCTING CLASSES Learning Domains
    o Formulating objectives o Cognitive domain (Thinking) Patients
    - Set the learning objectives should demonstrate their understanding of
    o Select and organize contents the facts and solve diabetes-based problems
    - Definition, cause and effect, prevention with 90% of successful results.
    o Choose teaching methods o Affective domain (Emotion) Patients must
    - Use videos, traditional teaching etc., reflect an adequate reaction to the received
    o Design assessment/evaluation diagnosis in 100% of cases.
    - Quiz, Recitation etc., o Psychomotor domain (Physical skills)
    Bloom’s Taxonomy Patients are expected to regularly test urine
    o a classification of the different outcomes and blood for glucose and interpret the
    and skills that educators set for their results.
    students (learning outcomes).
    o was proposed in 1956 by Benjamin Bloom,
    an educational psychologist at the
    University of Chicago.
    o The 6 levels can be used to structure the
    learning outcomes, lessons, and
    assessments of your course.

    Example: Remember- In Anatomy and Physiology


    students must know how to evaluate or learn the
    206 bones. Assessment- Recitation, Buzzer Exam

    P a g e 1 | Prepared by: Janna Bautista


    HEALTH EDUCATION
    FINALS
    COLLEGE OF HEALTH AND SCIENCES: BSN
    2nd SEMESTER S.Y 2022-2023
    Organizing Content
    o logical
    o From generalized to specific or vice-versa
    Selecting Teaching Methods
    o Objectives and the type of learning to be
    achieved
    o Course Content
    o Abilities and interests of the learners
    o Number of people in the class
    o Resources of the institution
    Choosing Assessment Method
    ACTIVITY BASED TEACHING STRATEGY
    Consider which techniques, tools, and instruments
    Three Types:
    are best for determining the extent to which the
    1. Cooperative Learning
    students demonstrate the desired learning
    o Based on the premise that students
    outcomes.
    cooperate together for everyone to learn
    Instructional Plan
    Types:
    • Formal group- specific task to be
    completed undertaken longer time
    ✓ Example: Thesis, Investigatory Research
    • Informal group- only enhance
    understanding of a topic stater duration
    ✓ Example: Group work, Brain Storming
    2. Simulation
    o Controlled representation of real-life
    situation
    o Example: Return Demo
    3. Problem-based learning
    o Give problems to student to enhance the
    knowledge of student as well as critical
    thinking
    o Example: Giving a real-life situation and
    allowing students to solve it

    P a g e 2 | Prepared by: Janna Bautista

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