BY : GROUP 1

IMPLEMENTING A HEALTH
EDUCATION PLAN
(TEACHING METHODS)
 LEARNING OBJECTIVES
At the end of the lecture-discussion, the student will be able to:

1.Identify the various types of teaching and learning strategies appropriate for
teaching-learning situations
2.Recall the advantages and disadvantages of the various teaching strategies.
3.Determine the different activity-based teaching methods used in nursing
profession
4.Identify the various computer teaching strategies
 1.Audience characteristics
Factors to be (size, diversity, learning style
preference)
considered in 2.Educator’s expertise as a
Selecting Teaching teacher
3.objectives of learning
Methods 4.Potential for achieving
learning outcomes
5.Cost-Effectiveness
6.Setting for teaching
7.Evolving technology
 LECTURE

• Medieval Latin term legere, means “to read”

• Is an oral presentation intended to present information or teach people about a particular
subject
• Highly structured method by which the educator verbally transmits information directly to
a group of learners for the purpose of instructions.
• One of the oldest and most often used approaches to teaching
• Useful in describing patterns, highlighting main ideas and presenting unique ways of
viewing information
• An ideal way to provide foundational background information as a basis for follow-up
group discussions
Approaches to the effective transfer of knowledge during a lecture:

• Use opening and summary statements

• Present key terms
• Offer examples
• Use analogies
• Use visual backups
 Parts of lecture
1.INTRODUCTION
• Educator present an overview of the behavioral objectives related to the lecture topic.
Delineates specific topics that will be covered. Provide an outline. Specify ground
rules.

• If the lecture is one of a series, the educator needs to make a connection with the
overall subject and the topic being presented as well as explain its relationship to
previous topics covered in prior lecture and those that will follow

• Establish a rapport with the audience

 Parts of lecture
2. Body 
• Actual delivery of the content related to the topic being addressed
• Can be combined with other teaching methods like discussion, Q and A sessions, to
engage to participate actively

3. Conclusion
• Final section of the lection wherein summarizing the information provided is done.
• Educator should wrap-up with every lecture
• It deals with the achievement of closure or successful termination of the lecture
 VARIABLES OF SPEECH NEED TO
BE CONSIDERED
SPEAKING SKILLS: BODY LANGUAGE:
1. Volume 1. Demonstrate enthusiasm • Use audiovisual materials (e.g. video,
2. Rate 2. Make frequent eye contact with powerpoint slides)
3. Pitch/tone Pronunciation audience - General guidelines in developing
Enunciation 3. Use posture and movement powerpoint slides:
4. Proper grammar Avoiding - Covey self-confidence A. Do not put all content on slides, but
annoying habits (e.g. the - Demonstrate professionalism include only the key concepts to
4. Use gestures supplement the presentation
use of “Uhms”)
- Avoid repetitive movement B. Use the largest font possible
- Rely on head an hands to emphasize C. Do not exceed 25 words per slide
points and to keep the audience’s D. Choose colors that provide a high level
attention of contrast between background and text
 VARIABLES OF SPEECH NEED TO
BE CONSIDERED
• Use audiovisual materials (e.g. video, PowerPoint slides)
• General guidelines in developing PowerPoint slides:

a. do not put all content on slides, but include only the key concepts to supplement the presentation

b. Use the largest font possible

c. Do not exceed 25 words per slide

d. Choose colors that provide a high level of contrast between background and text.

• General guidelines in developing PowerPoint slides:

e. Use graphics to summarize important points (e.g. figures and tables)

f. Do not overdo the use of animation, which can be distracting to the audience
 DISCUSSION
• Formal discussion: • Advantages:
• Topic is announced in advance a. Students can learn the process of group problem
• The class is ask to prepare to be a part of the solving
discussion b. Helps to develop and evaluate the learners beliefs
and positions
• Informal discussion: c. Attitudes can be changed through discussion
• Takes place spontaneously at any
point during the class
• Disadvantages:
• Purposes: a. Takes a lot of time
a. Give learners an opportunity to apply principles, concepts b. Effective only in small groups
and theories c. One person or few monopolize the discussion
b. Transfer the learning process to new and different d. Not very effective if participants are not prepared
situations
c. Clarifies information and concepts
 GROUP DISCUSSION
• Method of teaching wherein learners get together to actively exchange information,
feelings, and opinions with one another and with the educator.
• Learner-centered and subject-centered
• Advantages:
- Lead to deeper understanding and longer retention of information, increased social
support, greater transfer of learning from one situation to another, more positive interpersonal
relationships, more favorable attitudes toward learning, and more active learner participation.
• Consider group size
 TEAM-BASED LEARNING
• An innovative and newly popular teaching method in nursing education which is meant to
enrich the students’ learning experience through active learning strategies
• Offers educators a structured, student-centered learning environment
• Includes: preclass preparation, individual and group readiness assurance tests, application
experiences

• Key principles of Team-based learning:

1. Forming heterogenous teams (5 – 10 students who work together as a team throughout the semester)
2. Stressing student accountability
3. Providing meaningful team assignments focusing on solving real-world problems
4. Providing feedback to students
Team learning grades are assigned based on group performance, quiz grades, and peer evaluation
 Cooperative Learning
• Used in is highly structured group work focusing on problem solving that leads to deep
learning and critical thinking

• involves structuring small groups of learners who work together toward achieving shared
learning goals
• Key Components of Cooperative Learning: (Millis, 2010)
1.Extensive structuring of the learning tasks by the teacher
2. Strongly interactive student-student execution of tasks
3. Immediate debriefing or other assessments to provide the teacher and students with
prompt feedback about the success of the intended learning
4. Instructional modification by the teacher based on feedback
 CASE STUDY

• Offers learners an opportunity to

become thoroughly acquainted with a
patient situation before discussing
patient and family needs and identifying
health-related problems
• Increase learner motivation and
• Lead to the development of analytical engagement and help to develop
and problem-solving skills, exploration reading, writing, and listening skills
of complex issues, and application of as learner work on teams to make
new knowledge and skills in the clinical decisions based on their problem
arena solving skills

• There can be panel presentation

followed by group session
 SEMINAR
• Designed in order for the learner
to read assignment and consider
questions before discussion

• Active participation through

sharing of ideas and thoughts
DEMONSTRATION AND
RETURN DEMONSTRATION
• The educator should:
• Inform the purpose of the procedure, the sequential steps involved, the equipment needed
and the actions expected of them

• Demonstration by the educator is done to show the learner how to

perform a certain skill.
• It can be passive activity for learners, whose role is to observe the educator presenting an exact
performance of a required skill.
• Can be enhance by slowing down the pace of performance, exaggerates some of the steps, or breaks
lengthy procedures into a series of shorter steps.

• Scaffolding: is an incremental approach to sequencing discrete steps of a procedure

DEMONSTRATION AND RETURN DEMONSTRATION
• Return demonstration by the learner is carried out as an attempt to establish
competence by performing a task with cues from the educator as needed

• Should be planned to occur as close as possible to when the demonstration was given
• Learners may need reassurance to reduce anxiety prior to start of performance
• Allow the learner to manipulate the equipment before using it
 Stimulation

• Is a trial-and-error of teaching method which an artificial experience is created that

engages the learner in an activity that reflects real-life conditions but without taking the
risks consequences of an actual situation

• Is a technique, not a technology, to replace or amplify experiences with guided

experiences that replicate substantial aspects of the real world in a fully interactive manner
TYPES OF STIMULATION
• Written simulations:
• Use of case studies about real or fictitious scenarios

Clinical simulations:
• Can be set up to replicate complex care situations, (e.g. mock cardiac arrest)
• Allows a novice to practice skills in a nonthreatening situation with immediate feedback

Model simulations:
• An effective and economical method to teach certain noninvasive skills is to ask a peer, educator or trained
individual to act as patient.
• Standardized patient: people trained to act as patients
• Use of High-fidelity whole-body patient simulators

Computer simulations:
• Used in learning laboratories to mimic situations wherein information and feedback are given to learners in
helping them develop decision-making skills
 ROLE PLAY
• A method which learners participate actively in unrehearsed dramatization
• It arouse feelings and elicit emotional responses in the learners
• Used primarily to achieve behavioral objectives in the affective domain
• Places learners in real-life situation to help them develop understanding of other people and why
they behave the way they do
 ROLE MODEL

• Use of self as a role model called identification and emanates from learning and
developmental theories (Social Learning theory & Psychosocial stages of
Development)

• Advantages: influences attitudes to achieve behavior change primarily in the

affective domain; Potentially may instill socially desired behaviors

• Limitations: requires rapport; Potential for negative role models to instill

unacceptable
behaviors
GAMIN
• A method of instruction requiring the learner to participate in a competitive activity with

Gpreset rules

• Goal: learners will win a game through application of knowledge and rehearsing skills
previously learned

• “Gamer generation” or “Net generation”: those who have grown up with computer games
and other technology affecting their preferred learning styles, social interaction patterns,
and technology generally used

• Improves cognitive and enhances also skills

 SELF-INSTRUCTION

• A teaching method used by educator to

provide or design instructional activities
that guide learner in independently
achieving the objectives of learning

• Self-instructions modules may include:

-Workbooks, study guides,

workstations, videotapes, internet modules and
computer programs
 Elements of Self-Instruction Module

a. An introduction with statement f. Learning activities

of purpose and directions for how
to use the module g. An estimated total length of
time to complete the module
b. A list of prerequisite skills
h. Different presentations for the
c. A list of behavioral objectives material based on the objectives
and the resources available
d. A pretest
i. Self-assessments
e. Resources and learning
activities j. A posttest
 ONE-TO-ONE INSTRUCTION
• Involves face-to-face delivery of information, designed to meet the needs of an
individual learner.
• Formal: is a planned activity
• Informal: an unplanned interaction

• One-to-One Instruction
Begins with an assessment of the learner and mutual setting (contract) of objectives to be
accomplished
Should never be lecture delivered. It should involve the learner
Each session should be 15 – 20 minutes length; information is given in a small portions to facilitate
processing of information
Includes an instructions that are specific and timely
Involves moving learners from repeating the information that was shared to applying what they
have just learned
 ONE-TO-ONE INSTRUCTION
Can use questioning technique to encourage participation
Problems with questioning:
1. Questions can be so unclear
2. It can contain too many facts to process effectively

• Stages of change:
3.Precontemplation stage: provide information in a nonthreatening manner so that the learner becomes aware of
the negative aspects or consequences of his or her behavior
4.Contemplation stage: support decision making for change by identifying benefits, considering barriers to the
change, and making suggestions for dealing with the obstacles
5.Preparation stage: support a move to action by contracting with the learner in establishing small, realistic and
measurable goals; providing information on effective ways to achieve desired change, and giving positive
reinforcement
 ONE-TO-ONE INSTRUCTION
• Stages of change:

4. Action stage: encourage constant practice of the new behavior to instill commitment to change by pointing
out the benefits of each step achieved, providing rewards and incentives, and assisting the learner to monitor his or
her behavior through the implementation of such strategies as keeping a food diary

5. Maintenance stage: continue encouragement and support to consolidate the new behavior and prevent
relapses
evaluating of teaching methods
1. Does the teaching method help the learners to achieve the stated objectives?

2. Is the learning activity accessible and acceptable to the learners who have been targeted?

3. Is the teaching method efficient given time, energy and resources available in relation to
the number of learners and educator is trying to reach?

4. To what extent does the teaching method allow for active participation to accommodate
the needs, abilities, and style of the learner?

5. Is the teaching method cost effective?

 Techniques to Enhance the Effectiveness of
Verbal Presentations

1. Present information enthusiastically

2. Include humor
3. Exhibit risk-taking behavior
4. Deliver material dramatically
5. Choose problem-solving activities
6. Serve as a role model
7. Use anecdotes and examples
8. Use technology
General Principle for Teaching Across Methodologies

1. Give positive reinforcement

2. Project an attitude of acceptance and sensitivity
3. Be organized and give direction
4. Elicit and give feedback
5. Use questions
6. Use teach-back or tell-back strategy
7. Know the audience
8. Use repetition and pacing (refers to the speed at which
information is presented)
9. Summarize important point
 Types of Instructional Materials

1. Written materials: : handouts, leaflets, books, pamphlets, brochures and

instructional sheets.

2. Commercially prepared materials: variety of brochures, posters, pamphlets and client

focused instructional sheets

3. Self-composed materials: nurse’s own written instructional materials

4. Demonstration materials: visual, hands-om media; models and real equipment

 Types of Instructional Materials

• Displays: whiteboards, storyboards, flip charts and bulletin boards (SMART board)
• Posters: hybrids of print and visual media, posters, use written word along with graphic illustrations
• Audiovisual material: use of technology
• Multimedia learning: use of two or more types of learning modes that can be accessed via a computer to
engage the learner in the content
• Blended learning: combines e-learning technology with more traditional-instructor ked teaching methods
• Projected Learning Resources: includes overhead projectors, PPT slides, SMART board systems and other
computer outputs that are projected onto a screen
• Video Learning Resources
• Telecommunications Learning Resources
• Computer Learning Resources
 Types of Instructional Materials

• Projected Learning Resources: includes overhead projectors, PPT slides, SMART board systems and other
computer outputs that are projected onto a screen

• Video Learning Resources

• Telecommunications Learning Resources
• Computer Learning Resources
 EVALUATION
• Systematic process that judges
the worth or value of
something- teaching and
learning
Thank you for your attention