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
