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OUTCOMES-BASED Learning Material

for Health Education

LOURDES P. APARICIO, RN, PhD

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 How to Use This Outcomes–Based Learning Material

Welcome!

The course outcomes are set by the Board of Nursing which comprise the knowledge,
skills and attitudes required for a professional nurse to function effectively and efficiently in the
promotion of health, prevention, cure of diseases, and rehabilitation thru health teaching.

This module contains learning experiences necessary to function as a nurse educator

both in clinical and classroom settings.

In this module, you are required to go through series of learning activities in order to
complete each course outcome. In each course outcome (CO), there are intended learning
outcomes (ILOs), information sheet, and task sheet. Follow and perform the activities on your
own. If you have questions, do not hesitate to ask for assistance from your teacher.

Remember to:

1. Read information sheet and complete the self-check. Suggested references are
included to supplement the materials provided in this module.
2. Perform the task sheet until you are confident that your output conforms to the
Performance Criteria checklist that follows the sheets.
3. Submit output of the task sheet to your teacher for evaluation and recording in the
Achievement chart. Output shall serve as your portfolio for your final grading. When
you feel confident that you have had sufficient practice, ask your teacher to evaluate
you. The results of your assessment will be recorded in your teacher’s class record.
4. You must pass in each outcome for you to proceed to the next task.
5. Your Grade will be computed as follows:

Conception - 10 %

Quizzes - 20 %

Term Exam - 30 %

Performance Task - 40 %

100%

The Final Grade will be computed as follows: Prelim grade 25%, Midterm grade 25 %,

Pre final and Final grade 50% = FINAL COURSE GRADE

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The Passing percentage is 70 % ( CHS grading standard). Failure to comply the above grading
requirement means INC and or Failed.

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 COURSE DESIGN

COURSE TITLE : Health Education

CONTACT HOURS : 54 hours

COURSE DESCRIPTION : This course focuses on health education concepts,

principles, theories, and innovative strategies as they
apply in the clinical and classroom situations.

PLACEMENT : 2nd year, Summer

COURSE OUTCOMES
Course
Module Title Intended Learning Outcomes
Outcomes

1. Assesses the 1. Assessesing the 1.1.1 Obtains learning

learning needs learning needs information through
of clients/ of clients/ observation and interview
1.1.2 Analyzes relevant
patients/ patients/
information
families families 1.1.3 Completes assessment
records appropriately
1.1.4 Identifies priority needs
2. Develops health 2. Developing 2.1.1 considers nature of the
education plan health education learner in relation to :
based on plan based on social, cultural,political,
economic, educational and
assessed and ssessed and
religious factors
anticipated anticipated 2.1.2 involves the client,family,
needs needs significant others and other
resources in identifying
learning needs on behavior
change for wellness,
healthy lifestyle or
management of health
problems
2.1.3 formulates a
comprehensive health
education plan with the
following components:
objectives, content, time
allotment, teaching-learning
activities, resources,
evaluation parameters
3. Develops 3. Developing 3.1.1 provides for feedback to
learning learning finalize plan

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 Course
Module Title Intended Learning Outcomes
Outcomes

materials for materials for 3.1.2 develops information

health health education education materials
education appropriate to the level of
the client
3.1.3 applies health education
principles in the
development of information
education materials
4. Implements the 4. Implementing 4.1.1 provides for a conducive
health the health learning situation in terms
education plan education plan of time and place
4.1.2 considers client and family
preparedness
4.1.3 utilize appropriate
strategies that maximize
opportunities for behavior
change for wellness/
healthy lifestyle
4.1.4 provides reassuring
presence through active
listening, touch, facial
expression and gestures
5. Evaluates the 5. Evaluatin 5.1.1 utilizes
outcome of g the evaluationparameters
health outcome 5.1.2 documents outcome of
education of health care
education 5.1.3 revises health
educationplan based on
client response/ outcome

ASSESSMENT METHODS:

 Written Examination
 Demonstration of TEACHING skills
 Oral questioning
 Portfolio

COURSE DELIVERY:

 Modular

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 Demonstration
 Lecture-Discussion

Module 1
Assessing The Learning Needs Of Clients/ Patients/ Families

Course Outcome 1: Assess the learning needs of clients/ patients/ families

Learning Experiences:

Learning Activities Special Instructions

Read Information Sheet 1.1
Read Information Sheet 1.2
Answer Self Check 1.1 Cut the page and submit to your teacher as
Answer Self Check 1.2 instructed
Perform Task 1 Find a family or population groups for your actual
learning needs assessment

Information Sheet 1.1

Overview of Education in Health Care

Intended Learning Outcomes : After completing this module, you will be able to:

1. discuss the teaching role of nurses.

2. identify the purpose, goals, and benefits of patient education.
3. compare and contrast the education process to the nursing process.
4. define the term education process and patient education.
5. identify reasons why patient education is an important duty for professional
nurses.
6. Discuss the barriers to teaching and obstacles to learning

Today, patient education is a topic of significant interest to nurses in every setting

in which they practice. The need for nurses to teach others and to help others will
continue to increase in this era of health care reform.

Teaching Role Of Nurses And Its Legal Basis

Teaching Role Of Nurses. Patient education has long been considered a major
function of standard care given by nurses. The role of the nurse as teacher is deeply
entrenched in growth and development of the profession. Since the mid-1800s, when
nursing was first recognized as a unique discipline, the responsibility for teaching has
been a focus of efforts by nurses and caregivers.

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 Florence Nightingale, the founder of modern nursing, not only taught nurses,
physicians, and health officials about the importance of proper conditions in hospitals
and homes to improve health care, but also emphasized the importance of teaching
patients the need for adequate nutrition, fresh air, exercise, and personal hygiene to
improve their well-being. By the early 1900s, public health nurses in this country clearly
understood the significance of the role of the nurse as teacherin preventing diseaseand
in maintaining the health of society. For many years, organizations governing and
influencing nurses in practice have identified teaching as an essential responsibilty of all
registered nurses in caring for both well and ill clients. Legal and accreditation
mandates as well as professional nursing standards of practice include patient
education as an important activity expected to be carried out in the delivery of high-
quality care. For nurses to fulfill the role of teacher of patients and family members, they
must have a solid foundation in the principles of teaching and learning.
The role of the nurse as teacher is not just to be the “giver of information,” but to
promote learning to create the “teachable moment” rather than just waiting for it to
happen. A learner cannot be made to learn, but an effective approach to teaching
others is to actively involve learners in education process. The nurse should act as
facilitator, creating situations that motivate individuals to want to learn and that make it
possible for them to learn. The assessment of learning needs, the planning and
designing of a teaching plan, the implementation of teaching methods and instructional
materials, and the evaluation of teaching and learning should include participationby
both the nurse and the patient/family. Instead of the teacher teaching, the new
educational paradigm focuses on the learner learning; that is, the nurse becomes’’ the
guide on the side, ‘’ assisting the learner in his or her effort to determine objectives and
goals for learning,with both parties being active partners in decision making throughout
the education process. To increase comprehension, recall, and application of
information, patients and their glanville describes this move toward assisting learners to
use their own abilities and resources as “ a pivotal transfer of power”
Certainly patient education requires a collaborative effort among healthcare team
members, all of whom play more or less important roles in teaching. However,
physicians are first and foremost prepared “to treat, not to teach”. Nurses, on the other
hand, are prepared to provide a holistic approach to care delivery. The teaching role is a
unique part of our professional domain. Because consumer have always respected and
trusted nurses to be their advocates, nurses are in an ideal position to clarify confusing
information and make “sense out of nonsense.” With a fragmented healthcare delivery
system involving many providers, the nurse serves as coordinator of care. By ensuring
consistency of information, nurses can support patients and family members in their
efforts to achieve the goal of optimal health.

Legal Basis
The “Philippine Nursing Act of 2002."
ARTICLE VI
Nursing Practice

Section 28. Scope of Nursing. - A person shall be deemed to be practicing nursing

within the meaning of this Act when he/she singly or in collaboration with another,

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initiates and performs nursing services to individuals, families and communities in any
health care setting. It includes, but not limited to, nursing care during conception, labor,
delivery, infancy, childhood, toddler, preschool, school age, adolescence, adulthood,
and old age. As independent practitioners, nurses are primarily responsible for the
promotion of health and prevention of illness. A members of the health team, nurses
shall collaborate with other health care providers for the curative, preventive, and
rehabilitative aspects of care, restoration of health, alleviation of suffering, and when
recovery is not possible, towards a peaceful death. It shall be the duty of the nurse to:

(a) Provide nursing care through the utilization of the nursing process. Nursing
care includes, but not limited to, traditional and innovative approaches,
therapeutic use of self, executing health care techniques and procedures,
essential primary health care, comfort measures, health teachings, and
administration of written prescription for treatment, therapies, oral topical and
parenteral medications, internal examination during labor in the absence of
antenatal bleeding and delivery. In case of suturing of perineal laceration, special
training shall be provided according to protocol established;

(b) establish linkages with community resources and coordination with the health
team;

(c) Provide health education to individuals, families and communities;

(d) Teach, guide and supervise students in nursing education programs including
the administration of nursing services in varied settings such as hospitals and
clinics; undertake consultation services; engage in such activities that require the
utilization of knowledge and decision-making skills of a registered nurse; and

(e) Undertake nursing and health human resource development training and
research, which shall include, but not limited to, the development of advance
nursing practice;

Provided, That this section shall not apply to nursing students who perform nursing
functions under the direct supervision of a qualified faculty: Provided, further, That in the
practice of nursing in all settings, the nurse is duty-bound to observe the Code of Ethics
for nurses and uphold the standards of safe nursing practice.

Nurses’ Rights and Responsibilities:

1. Nurses must practice in accordance with standards of the profession

2. Nurses must intervene to protect client from incorrect, unethical, and/or illegal
actions by any person delivering health care
3. Nurses must participate in and promote the growth of the profession
4. Nurse must attempt to increase knowledge & experience
5. Nurses must maintain competence through continuing education

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Ethical principles in Health Education

a. Are broader and more universal than laws

b. Ethical values address what is right or wrong or what the nurse’s duties &
obligations are
c. Ethical issues become legal issues through court case decisions or by
legislative enactment
d. Ethical priciples cannot override laws, Laws override ethical principles
e. Pilipino Nurses Code of Ethics .- provides general guidelines for nurses in
dealing with ethical issues
f. Ethical principles include : beneficence, non maleficence, justice, anonymity,
privacy and confidentiality

Patients” Bill Of Rights and Health Education

1. Right to information
2. Right to choose health carre provider
3. Right to access to emergency services
4. Right to taking part in treatment decisions
5. Right to respectful care and non-discrimination
6. Right to confidentiality (privacy) of health information
7. Right to complaint and appeal

Purpose, Goals And Benefits Of Health Education (Bastable,2006; 2008)

Education Process - is a systematic, sequential, logical, planned course of

action consisting of two major interdependent operations- teaching and learning. The
teacher and the learner play an interdependent role to achieve the learning outcomes of
mutually desired behavior changes.
Patient Education- Is a process of assisting people to learn health-related
behaviors so that they can incorporate those behaviors into everyday life. The purpose
of patient education is to increase the competence and confidence of clients for self-
management.
The role of the nurse is to support patients through the transition from being
invalids to being independent in care; from being dependent recipients to being involved
participants in the care process; and from being passive listeners to active learners.
Interactive patient education efforts provide clients the opportunity to explore and
expand their self-care abilities. The most important goal of patient education is to
prepare patients and their families for independence.

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Benefits Of Health Education

 Increase consumer satisfaction

 Improve quality of life
 Ensure continuity of care
 Decrease patient anxiety
 Effectively reduce the complications of illness and the incidence of
disease
 Promote adherence to treatment plans
 Maximize independence in the performance of activities of daily living
 Energize and empower consumers to become actively involved in the
planning of their care

In turn, the role of nurses in patient education enhances their job satisfaction
when they recognize that their teaching allow them to forge therapeutic relationship
with patients, enhance nurse-patient autonomy, increase their accoutability for
practice, and create change that really make a difference in the lives of others.
Because an estimated 80% of all health needs and problems are handled at
home, there truly does exist a need to teach people how to care for themselves -
both to get well and to stay well (Health Services Medical corporation, 1993) .
Illness is a natural life process, but so is mankind’s ability to learn. Along with the
ability to learn comes a natural curiosity that allows people to view new and difficult
situations as challenges rather than as defeats. As Robbion Orr (1990) noted,
Illness can become an educational opportunity... a “teachable moment” when ill
health suddenly encourages (patients) to take a more active role in their care”
(p.47).
Numerous studies have documented the fact that informed patients are more
likely to comply with medical treatment plans and find unique ways to cope with
illness, and are less likely to exerience complications. Overall, patients are more
satisfied with care when they receive adequate information about how to manage
for themselves. One of the most frequently cited complaints by patients in
malpractice cases is that they were not adequately informed.

The Educaton Process Parrallels the Nursing Process:

Educaton Process Nursing Process

Ascertain learning needs, Assessment Appraise physical and
readiness to learn and Psychosocial needs
learning styles

Develop teaching plan Planning Develop care plan based

based on mutually on mutual goal setting to
predetermined behavioral meet individual needs
outcomes to meet individual

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needs

Perform the act of health Implementation Carry out nursing care

teaching using specific interventions using
instructional methods and standard procedures
tools

Determine behavioral Evaluation Determine Physical and

changes (outcomes) in psychosocial outcomes
knowledge , attitudes &
skills

Barriers To Teaching And Hindrances To Learning: How To Cope?

Barriers To Teaching – are factors that interfere with the nurse’s ability to deliver
educational services.

Barriers To Teaching Causes What to do?

1. Lack of time early discharge, very Adopt an abbreviated,

demanding schedules and efficient & effective
responsibilities approach to patient
education by first
adequately assessing the
learner and using
appropriate teaching
methods and materials at
their disposal.
2. Many lack of Few have taken specific Strenghten teaching
competence in teaching course on the principles of competence
teaching & learning
3. Low priority by Direct care is more Budget allocation for
administrators & important than patient educational resources
physicians teaching
4. Environment not Lack of space, lack of
conducive privacy, noise, frquent
interruptions due to
treatment schedules.
5. Absence of third party No specified Inclusion in the health care
reimbursement reimbursement by cost
insurance- part of hospital
costs
6. Documentation system Insufficient time, Improve communication,
inadequate forms, collaboration
inattentionto details

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Hindrances To Learning- are factors that negatively affect the ability of the learner to
pay attention to and process information.

Hindrances to learning (Glanville,2000; Gilroth,1990; Seley,1994)

1. Lack of time to learn- due to rapid patient discharge

2. The stress of acute & chronic illness, anxiety, semsory deficits & low literacy in
patients
3. Negative influence of the hospital environment- Lack of privacy, lack of space
4. Personal characteristics of the learner
5. Extent of behavioral changes needed
6. Lack of support & lack of positive reinforcement
7. Denial of learning needs, resentment of authority, lack of willingness to take
responsibility
8. The inconvenience, complexity , inaccesibility & fragmentation of health care
system

TEACHING-LEARNING PROCESS

A. Learning: Involves a change in or acquisition of new behavior and takes place

within the individual

1. Cognitive- knowledge
2. Psychomotor-skill performance
3. Affective- attitudes, emotion

B. Motivation: desire for change in response to an identified need

1. Intrinsic motivation- comes from within; preferred

2. Extrinsic motivation- comes from outside the learner
3. Readiness to learn (physical, emotional, cognitive)
a. Awareness of health problem & implications
b. Willingness to ask questions
c. Demonstration of indirect health-seeking health behaviors
d. Absence of acute distress reactions(e.g. severe anxiety & pain inhibiting
learning)
4. Culture (language, values,beliefs)
5. Physical abilities ( e.g.vision, hearing)
6. Cognitive ability (e.g. intelligence, developmental level, education)
7. Support systems

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 C. Teaching: Activities that result to learning

1. Involve client & family to individualize teaching plan

2. Exhibit non-judgmental attitude
3. Build on client’s prior knowledge
4. Incorpporate multiple strategies that involve multiple senses( e.g.
discussion,demonstration, practice, role playing, discovery, audio-visual aids,
computer-assisted instruction)
5. Establish short-term achievable learning objectives to maintain motivation
6. Use positive reinforcement; learning by success or positive rewards is
preferable to learning by failure or negative rewards
7. Establish an environment conducive for learning (e.g. safe, limited noise,
reduced distractions, confidentiality, privacy
8. Evaluate client learning.
1. Observation of behavior
2. written tests
3. Self-reports
Theoretical Lenses In Teaching and Learning

Learning theories are conceptual frameworks describing how information is absorbed,

processed, and retained during learning. Cognitive, emotional, and environmental
influences, as well as prior experience, all play a part in how understanding, or a world
view, is acquired or changed and knowledge and skills retained.

1. Behavioristic Learning Theory

BF Skinner: Operant Conditioning . Skinner is regarded as the father of

Operant Conditioning, but his work was based on Thorndike’s law of effect. Skinner

introduced a new term into the Law of Effect - Reinforcement. Behavior which is

reinforced tends to be repeated (i.e. strengthened); behavior which is not reinforced

tends to die out-or be extinguished (i.e. weakened).

Skinner (1948) studied operant conditioning by conducting experiments using
animals which he placed in a 'Skinner Box' which was similar to Thorndike’s puzzle box.
B.F. Skinner (1938) coined the term operant conditioning; it means roughly changing
of behavior by the use of reinforcement which is given after the desired response.
Skinner identified three types of responses or operant that can follow behavior.

• Neutral operants: responses from the environment that neither increase nor
decrease the probability of a behavior being repeated.

• Reinforcers: Responses from the environment that increase the probability of a

behavior being repeated. Reinforcers can be either positive or negative.

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 • Punishers: Responses from the environment that decrease the likelihood of a
behavior being repeated. Punishment weakens behavior.

We can all think of examples of how our own behavior has been affected by reinforcers
and punishers. As a child you probably tried out a number of behaviors and learned
from their consequences.

For example, if when you were younger you tried smoking at school, and the chief
consequence was that you got in with the crowd you always wanted to hang out with,
you would have been positively reinforced (i.e. rewarded) and would be likely to repeat
the behavior. If, however, the main consequence was that you were caught, caned,
suspended from school and your parents became involved you would most certainly
have been punished, and you would consequently be much less likely to smoke now.

Positive Reinforcement
Skinner showed how positive reinforcement worked by placing a hungry rat in his
Skinner box. The box contained a lever on the side and as the rat moved about the box
it would accidentally knock the lever. Immediately it did so a food pellet would drop into
a container next to the lever. The rats quickly learned to go straight to the lever after a
few times of being put in the box. The consequence of receiving food if they pressed the
lever ensured that they would repeat the action again and again.

Positive reinforcement strengthens a behavior by providing a consequence an individual

finds rewarding. For example, if your teacher gives you £5 each time you complete your
homework (i.e. a reward) you will be more likely to repeat this behavior in the future,
thus strengthening the behavior of completing your homework.

Negative Reinforcement
The removal of an unpleasant reinforcer can also strengthen behavior. This is known as
negative reinforcement because it is the removal of an adverse stimulus which is
‘rewarding’ to the animal or person. Negative reinforcement strengthens behavior
because it stops or removes an unpleasant experience.

For example, if you do not complete your homework, you give your teacher P5. You will
complete your homework to avoid paying P5, thus strengthening the behavior of
completing your homework.

Skinner showed how negative reinforcement worked by placing a rat in his Skinner box
and then subjecting it to an unpleasant electric current which caused it some discomfort.
As the rat moved about the box it would accidentally knock the lever. Immediately it did
so the electric current would be switched off. The rats quickly learned to go straight to
the lever after a few times of being put in the box. The consequence of escaping the
electric current ensured that they would repeat the action again and again.

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In fact Skinner even taught the rats to avoid the electric current by turning on a light just
before the electric current came on. The rats soon learned to press the lever when the
light came on because they knew that this would stop the electric current being
switched on.

These two learned responses are known as Escape Learning and Avoidance Learning.

Punishment (weakens behavior)

Punishment is defined as the opposite of reinforcement since it is designed to weaken
or eliminate a response rather than increase it. It is an aversive event that decreases
the behavior that it follows

Like reinforcement, punishment can work either by directly applying an unpleasant

stimulus like a shock after a response or by removing a potentially rewarding stimulus,
for instance, deducting someone’s pocket money to punish undesirable behavior.

Note: It is not always easy to distinguish between punishment and negative

reinforcement.

There are many problems with using punishment, such as:

 Punished behavior is not forgotten, it's suppressed - behavior returns when

punishment is no longer present.

 Causes increased aggression - shows that aggression is a way to cope with

problems.

 Creates fear that can generalize to undesirable behaviors, e.g., fear of school.

 Does not necessarily guide toward desired behavior - reinforcement tells you what to
do, punishment only tells you what not to do.

Token Economy
Token economy is a system in which targeted behaviors are reinforced with tokens
(secondary reinforcers) and later exchanged for rewards (primary reinforcers).

Tokens can be in the form of fake money, buttons, poker chips, stickers, etc. While the
rewards can range anywhere from snacks to privileges or activities.

Token economy has been found to be very effective in managing psychiatric patients.
However, the patients can become over reliant on the tokens, making it difficult for them
to adjust to society once they leave prisons, hospital etc.

Teachers also use token economy at primary school by giving young children stickers to
reward good behavior.

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Operant Conditioning in the Classroom
In the conventional learning situation operant conditioning applies largely to issues of
class and student management, rather than to learning content. It is very relevant to
shaping skill performance.

A simple way to shape behavior is to provide feedback on learner performance, e.g.

compliments, approval, encouragement, and affirmation. A variable-ratio produces the
highest response rate for students learning a new task, whereby initially reinforcement
(e.g. praise) occurs at frequent intervals, and as the performance improves
reinforcement occurs less frequently, until eventually only exceptional outcomes are
reinforced.

For example, if a teacher wanted to encourage students to answer questions in class

they should praise them for every attempt (regardless of whether their answer is
correct). Gradually the teacher will only praise the students when their answer is
correct, and over time only exceptional answers will be praised.

Unwanted behaviors, such as tardiness and dominating class discussion can be

extinguished through being ignored by the teacher (rather than being reinforced by
having attention drawn to them).

Knowledge of success is also important as it motivates future learning. However it is

important to vary the type of reinforcement given, so that the behavior is maintained.
This is not an easy task, as the teacher may appear insincere if he/she thinks too much
about the way to behave.

References
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Ferster, C. B., & Skinner, B. F. (1957). Schedules of reinforcement.
Kohler, W. (1924). The mentality of apes. London: Routledge & Kegan Paul.
Skinner, B. F. (1938). The Behavior of organisms: An experimental analysis. New York:
Appleton-Century.
Skinner, B. F. (1948). Superstition' in the pigeon. Journal of Experimental Psychology,
38, 168-172.
Skinner, B. F. (1951). How to teach animals. Freeman.
Skinner, B. F. (1953). Science and human behavior. SimonandSchuster.com.
Thorndike, E. L. (1905). The elements of psychology. New York: A. G. Seiler.
Watson, J. B. (1913). Psychology as the Behaviorist views it. Psychological Review, 20,
158–177.

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 Self-Check 1.1

Answer the following: Use yellow pads.

A.
1. What legal mandate includes teaching as a responsibility of nurses?
2. What are the benefits of patient education?.
3. What are the similarities and differences between education process &
nursing process.
4. How are barriers to teaching different from hindrances to learning?
5. Why is patient education an important duty for professional nurses?.
6. What are the patients’ bill of rights?

B.
1. In 50 words, discuss the teaching role of nurses.
2. Cite a clinical situation that you consider as “YOUR TEACHABLE
MOMENT” Why?
3. Discuss Sinner’s Operant conditiong in 300 words.

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 Information Sheet 1.2

CO1: Assessing The Learning Needs Of Clients/ Patients/ Families

ASSESSMENT OF THE LEARNER:

1. Characteristics of the Learner
 Determinants of Learning:
1. Learning needs- what the learner needs to learn?
2. Readiness to learn- when the learner is receptive to learning?
3. Learning styles- how the learner best learns?

ASSESSING LEARNING NEEDS:

Learning needs - are defined as gaps inknowledge that exist between a desired
level of performance and the actual level of performance due to lack of
knowledge, skills & attitude.

Steps In Assessing The Learning Needs:

1. Identify the learner.
2. Choose the right setting- maintain privacy & confidentiality
3. Collect important information about the learner- topic / issue/problem of
interest, type & availability of social support,
4. Involve health team members
5. Prioritize needs
6. Take time management issues into account

CRITERIA FOR PRIORITIZING LEARNING NEEDS

Criteria Learning Needs

Mandatory Needs that must be learned for survival or situations in which the learner’s
lifeor safety is threathened ( must know). Learning needs in this category
must be met immediately. For example: apatient who has experienced a
recent heart attack needs to know the signs and symptoms and when to
get immediate help.
Desirable Needs that are not life-dependent but are realted to well-being or the
ability to provide self-care( need to know). Example: it is important for
patients who have cardiovascular disease to understand the efffects of a
high-fat diet on their condition.
Possible Needs for information that is “nice to know” but not essential or required or
situations in which the learning need is not directly related to daily
activities. The patient who is newly diagnosed as having diabetes mellitus
most likely does not need to know about traveling accross time zones or
stayiong in foreign country because this information does not relate to the
patient;s everyday activities.

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Methods To Assess Learning Needs

1. Casual conversation
2. Structured interviews
3. Questionnaires
4. Observations
5. Patient’s chart

READINESS TO LEARN (Litchtenthal,1990)

Four Types of Readiness to Learn- The PEEK acronym

P- Physical Readiness Measures of ability, complexity of task, environmental

effects, health status, gender
E- Emotional Readiness Anxiety level, support system, motivation, risk-taking
behavior, frame of mind, developmental stage
E- Experiential Readiness Level of aspiration, past coping mechanisms, cultural
background, locus of control, orientation
K- Knowledge Readiness Present knowledge base, cognitive ability, learning
disabilities, learning styles

LEARNING STYLES – refer to the way individuals process information (Guild &
Garger,19989)

Six Learning Styles Principles:

1. Both the style by which the nurse prefers to teach & the style by which the patient
prefers to learn can be often be identified.
2. Nurses need to guard against teaching exclusively by their own preferred
learning styles
3. Nurses should assist patients to identify their own learning preferences
4. Patients should have the opportunity to learn through their preferred style
5. Nurses should encourage patients to diversify their style preferences
6. Nurses must become aware of various methods & materials available to address
& augment the learning styles.

Types of Learning Styles:

1. Right Brain/ Left Brain/ Whole Brain Thinking

Left Hemisphere Functions Right Hemisphere Functions

Critical , logical Creative, intuitive

Prefers talking Prefers Drawing, manipulating objects

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Responds to verbal instructions & Responds to written instructions
explainations
Recogfnizes & remembers names Recognizes & remembers pictures & faces
Solves problems by analysis Loves problems by looking at the whole,
sees patterns & hunches
Good organizational skills Loose organizational skills
Likes stability, willing to adhere to rules Likes change, uncertainty
Conscious of times & schedules Frequently loses contact with time &
schedules
Controls emotions Free with emotions

2. Dunn & Dunn Learning Styles

3. Jung & Myers-Briggs Types

EXTRAVERT INTROVERT
likes group work likes quiet space
dislikes slow-paced learning dislikes interruptions
likes action & to experience things so likes learning that deals with thoughts
as to learn & ideas
offers opinions without being asked asks questions to allow
understanding of learning activity
SENSING INTUITION
Practical always likes something new
Realistic imaginative
Observation sees possibilities
learns from orderly sequence of details prefers the whole concept than details
THINKING FEELING
low need for harmony values harmony
finds more ideas & things more more interested inpeople thanthings &
interesting than people ideas
Analytical sympatheitic
Fair accepting
JUDGEMENT PERCEPTION
Organized open-minded
Methodical flexible
work-oriented play-oriented
controls the environment adapts to the environment

4. Gardner’s 7 types of Intelligence

20
General Guidelines In Assessing Learning Styles

1. Familiarize how the learning styles are classified to determine various

approaches to learning
2. Identify key elements of individual’s learning style. Ex. Do you prefer group
classes?
3. Ask learners which method is working best?
4. No one style is better than the other. Everyone is unique.
5. Provide learning choices.

TEACHING-LEARNING ACCROSS DEVELOPMENTAL STAGES (Bastable, 2006)

Prerequisite- review of physical,psychosocial and cognitive developments and health
problems of each stage of growth and development

Pedagogy is the art of helping children to learn.

Infancy (0-12 Months of Age) and Toddlerhood (1-3 Years of Age)

For Short Term Learning

1. Read simple stories from books with lots of pictures or use simple audiotapes
with music and videotapes with cartoon characters to help them understand
what is happening.
2. Use dolls and puppets for children to act out their feelings
3. Roleplay to bring out the childs imagination closely to reality
4. Perform procedures on a teddy bear or doll first to help the child understand
what an experience will be like.
5. Give the child something to do- squeeze your hand, hold a Band-Aid, cry if it
hurts
6. Keep teaching sessions brief (NO longer than 5 minutes each) because of the
child’sshort attention span
7. Cluster teaching sessions close together so that children can remember what
they learned
8. Explain things in simple, straight forward, and non threatening terms because
children take their world literally and concretely.
9. Pace teaching according to the child’s responses and level of attention.

For Long-Term Learning

1. Focus on rituals,imitation and repetition of information to hold the child’s
attention
2. Use reinforcement as an opportunity for children to learn through practice
3. Use games as a means by which children can learn about the world and test
theirideas
4. Encourage parents to act as role models because they influence the child’s
development of attitudes and behaviors

21
Preschoolers ( 4-6 years)

For short term Learning

1. Provide physical and visual stimuli because language ability is still limited
2. Keep teaching sessions short ( no more than 15 minutes) and scheduled at
close intervals so that information is not forgotten
3. Relate information needs to activities and experiences familiar to the child
4. Encourage the child to participate bychoosing the instructional methods &
tools such as playing with dolls or reading a story, which promote active
involvement and help to establish nurse-client rapport
5. Arrange small grooup sessions with peers tomake teaching less threatening
and more fun.
6. Give praise and approval through both verbal expressions & non-verbal
gestures,which are real motivators of learning
7. Give tangible rewards, such as badges, or small toys to reinforce learned
skills
8. Allow the chid to manipulate equipment and play with replicas or dolls to learn
body parts. Special kidney dolls, ostomy dolls with stoma, or orthjopedic dolls
with splint and tractions provide opprtunity for hands-on experience
9. Use story books to help the child identify with particular people and situations.

For Long- Term Learning

1. Have the parents help by being rolewmodels of healthy habits, such as
practicing safety measures, and eating a balanced diet
2. Reinforce positive behaviors and new skills learned.

School Age ( 7-12 years)

For short term Learning

1. Allow responsibility for their own health care because they are not only willing,
but also capable of manipulating equipment with accuracy.
2. Teaching sessions can be extended to last as long as 30 minutes each
because the increased attention span and cognitive abilities aids in the
retention of information.Lessons be spread apart for comprehensionof large
amounts of content and to provide opportunity for the practice of newly
acquired skills between sessions.
3. Use diagrams, models,pictures, videotapes, & printed materials as adjuncts to
various teaching methods.
4. Choose audio-visual & printed materials that show peersundergoing similar
procedures or facing similar situations.
5. Clarify any scientific terminology & medical jargon used.
6. Use analogies as an effective means of providing information in meaningful
terms such as “ A chest X-ray is like your picture taken” or “White blood cells
are likepolice cells that can attack & destroy infections”
7. Use one-one teaching sessions as a method to individualize learning relevant
to the child’s own experiences.

22
 8. Provide time for clarification, validation, and reinforcement of what is being
learned.
9. Select individual instructional techniques that provide an opportunity for
privacxy, because these group of learners often feels quite self-conscious and
modest when learning about bodily functions.
10. Use teaching group sessions with others of similar age and with similar
problems or needs to help children avoid feelings of isolation and to assist
them in identifying with their own peers.
11. Prepare children for a procedure well in advance to allow them time to cope
with their feelings and fears, to anticipate events, and to understand what the
purpose of a procedure is, how it relates to their condition, and how much
time will it take.
12. Encourage participation in planning for procedures and events because active
involvement will help the child to learn information more readily.
13. Provide nurturance and support, always keeping in mind that young children
are not just small adults.

For Long Term Learning

1. Help school-aged children acquire skills that they can use to assume self-care
responsibility for carrying out therapeutic treatment regimens on an on-going
basis with minimal assistance.
2. Assist them inlearning to maintain their own well-being and prevent illness
from occuring.

ADOLESCENCE( 13- 18 years)

For Short-Term Learning

1. Use one to one instruction to ensure confidentiality
2. Choose peer group discussion sessions as an effective approach to deal with
health topics such as smoking, alcohol & drug use, safety measures and
sexuality.
3. Use group discussion, role playing and gamingas methods to clarify values &
problem –solve.Peer groups can be very effective in helping teens confront
health challenges & learn how to significantly change behavior.
4. Use instructional tools : models, diagrams, audiotapes, videotapes, simulated
games, & computers are attractive and comfortable approaches to learning.
5. Clarify jargons.
6. Allow to participate indecision-making
7. Include in formulating teaching plans related to teaching strategies and
expected outcomes to meet their needs for autonomy,
8. Offer options so that they a choice about courses of actions
9. Give rationale for all that is said and done to help them feel a sense of control
10. Approach them with respect, tact, openness, and flexibility to elicit their
attention and encourage their involvement.

23
 11. Expect negative responses, which are common when their self-image and
self-integrity are threatened.
12. Avoid confrontation and acting like authoritative figure. Acknowledge their
thoughts and then casually suggest an alternative viewpoint, such as, “Yes, i
can see your point, but what about the possibility of...?

For Long-Term Learning

1. Accept their personal fable and imaginary audience as valid.
2. Acknowledge that their feelings are very real.
3. Allow them the opportunity to test their convictions. When safe and
appropriate, let them try out their own ideas.

ADULTHOOD (19 -65 years)

Andragogy - the art & science of helping adult learn. More of Learner – centered less of
teacher centered

Adult Learning Principles. Adults Learn Best When: (Burgireno,1985)

1. Learning is related to an immediate need

2. Learning is voluntary and self-initiated
3. Learning is person-centered and problem-centered
4. Learning is self-controlled and self- directed
5. The role of a teacher is one of facilitator
6. Information and assignments are pertinent
7. New material draws on past experiences and is related to something the learner
already knows
8. The threat to self is reduced to a minimum in the educational situation
9. The learner is able to participate actively in the learning process
10. The learner is able to learn in group.
11. The nature of the learning activity changes frequently.
12. Learning is reinforced by application and prompt feedback

Gerogogy- teaching of older persons (60 years old and above).

Variables affecting Learning among Elderlies ( Rendon, Davis,1986)

1. Sensory perception
2. Energy/fatigue level
3. Memory
4. Motivation
5. Cautiousness/risk- taking
6. Response time

Gerontological Teaching Strategies

1. Personalized goals

24
 2. Cueing
3. Positive reinforcement
4. Rest periods
5. Pacing
6. Rehearsing
7. Speak slowly in low pitch tones, face client when speaking, avoid shouting,avoid
glares, use soft white light, use white backgrounds and black print, avoid color
coding with blues, greens, purples & yellows (decreased visual adaptation to
darkness- smaller pupil size)

MOTIVATION, COMPLIANCE AND HEALTH BEHAVIORS OF LEARNERS (Bastable ,

2006)

Motivation- is a psychological force that moves a person toward some kind of action and
the willingness ofthe learner to embrace learning , with readiness as evidence of
motivation.

Comprehensive Parameters for Motivational Assessment of the Learner

Parameters
Capacity to learn
Readiness to learn (expressed self-determination,
constructive attitude, expressed desire & curiousity,
Cognitive willingness to contract for behavioral outcomes
Facilitating beliefs
Affective Expression of constructive emotional state
Moderate level of anxiety
Physiological Capacity to perform required behavior
Experiential Previous successful experiences
Environmental Appropriateness of physical environment
Social support system
Teacher-learner relationship Prediction of positive relationship

Compliance - submission or yielding to predetermined goals.

Adherence - commitment or attachment to a regimen.

Non-compliance - resistance of the individual to follow a predetermined regimen.

Requirements: Prior knowledge in Health Belief / Promotion Model by Pender; Self-
Efficacy Theory; Change Theory.

Six Stages of Change by Prochaska et.al.

Stages Description Teaching Strategies

Precontemplation Makes no plans to change Discussion
Contemplation Identifies the problem & Clarify issue & need to

25
 contemplate change change
Preparation Plans to make a change soon Develop plan of action
Action Actively changes behavior Create environment
conducive to change
Maintenance Maintains behavior overtime Maintain environment
conducive to change
Termination No further risk of relapse to
old behavior

Self-Check 1.2
Assessing Learning Needs

Test I. Multiple Choice. Select the letter of the of the best answer.

SITUATION: Susan 45 years old nurse supervisor at the out-patient department of a

government tertiary hospital in Tagbilaran City. She is to give an orientation about the

26
importance of health education to the newly deployed RNHeals nurses. Susan made emphasis
on the following aspects of patient education. That :
1. Whe teaching patient, the nurse recalls that the best definition of patient education.
That it is :
a. A systematic planned course of teaching-learning activities.
b. A process of assisting people to learn health –related behaviors so that they can
incorporate those behaviors into everyday life.
c. A reduction of the complications of illness and incidence of disease
d. An enhancement of nurse- patient relationship
2. The following are the benefits of patient education EXCEPT?
a. It increases consumer satisfaction and improves quality life
b. ensures continuity of care and decreases patient anxiety
c. reduces the complications of illness and incidence of diseases
d. empowers consumers to be passively involved in the planning of their care
3. The founder of modern nursing who emphasized the importance of patient teaching as
a role of a nurse in health promotion, maintenance, disease prevention and restoration
of health:
a. Dunn b. Nightingale c. Kolb d. Maslow
4. Barriers to teaching are:
a. Those factors that interfere with the nurses’ ability to deliver educational services
b. Those factors that negatively affect the ability of the learners to pay attention to and
process information
c. Those factors affecting the third – party reimbursement
d. Those factors affecting the outcomes of education services
5. Informed consent is an ethical principle that nurses should consider when teaching.
Susan discusses the informed consent means:
a. That the patient must be fully informed about his/her condition and be fully aware
of what to expect as a result of medical treatment
b. That nurses must be truthful about the risks or benefits involved in a procedure
c. That it is the heart of legal decisions concerning malpractice or negligence
d. That it is a social contract or a covenant between the nurse and the patient. Nurse-
patient relationship is a privilege
6. Cognitive learning theories assume the following EXCEPT:
a. That each person perceives, interprets, and responds to any situation in his or her
own way.
b. That advancement and changes in perceptions, thought and reasoning occur as
indivual grows and mature.
c. That how people store and recall information is useful for educators to know.
d. That the effects of social factors on perception, thought and motivation should not
be expected by nurses.
7. A learning theory that assumes that each individual is unique and that all individuals
have a desire to grow in a positive way is which of the following?
a. Humanistic b. Cognitive c. Social d.
Psychodynamics

27
8. Which of the following refers to the way how an individual processes information?
a. Learning style b. Learning readiness c. Learning assessment d.
Learning needs
9. Which of the following is an example of a mandatory learning need of a patient?
a. A patient who has a recent heart attack and needs to know the signs and symptoms
and when to get help
b. A patient with cardiovascular disease should understand the effects of a high-fat diet
c. A patient newly diagnosed with DM most likely be informed about traveling other
places.
10. Which of the following is defined as a psychological force that moves a person toward
some kind of action and as a willingness of the learner to embrace learning, with
readiness as evidence?
a. Compliance b. Motivation c. Adherence d. Health
behavior
11. Which of the following are teaching strategies for older adults?
a. Speak slowly, use low-pitched tones, avoid shoutingprovide sufficient lights , use
white background and black print
b. Maintain independence, reestablish normal life, provide information to coincide
with life concerns
c. Use problem-focused, draw on meaningful experiences, encourage active
participation.
d. Establish tust,authenticity,use peers for support,negotiate changes and ensure
confidentiality and privacy.
12. The nurse when teaching a first time mother recalls that play during infancy is:
a. initiated by the child c. a way of teaching how to share
b. more important than in later years 0d. mostly used for physical
development
13. When a mother of a 3-month old infant comes to the well – baby clinic, the nurse should
include in the accident prevention teaching plan the need to:
a. Remove all tiny objects from the floor c. Keep the crib rails up to the
highest position
b. Cover electric outlets with safety plugs d. Remove poisonous substances
from low areas
14. When teaching a mother how to prevent accidents while caring for her six-month old,
the nurse should emphasize that at this age child can usually:
a. Sit up b. Roll- over c. Crawl lengthy distances d. Stand while
holding unto furniture
15. In terms of preventive teaching for the parents of a 1-year old, the nurse would speak to
them about:
a. Accidents b. Toilet training c. Adequate nutrition d.
Sexual development
16. When teaching a mother about the primary task to be accomplished between 12-15
months of age is to learn to:

28
 a. Walk erect b. Climb starirs c. Use a spoon d. Say
simple words
17. The nurse explains to a mother of a two – year old girl that the child’s negativism is
normal for her age and that it is helping her meet her need for:
a. Trust b. Attention c. Discipline d.
Independence
18. When teaching mothers, the nurse recalls that toddler engages in:
a. Parallel play b. Solitary play c. Competitive play d.
Tumbling-type play
19. For an 8-month old infant, the nurse in her teaching plan should provide which of the
following toys to promote the child’s cognitive development?
a. Finger paints b. Jack –in – the box c. Small rubber ball d. Play gym
strum accross the crib
20. Which topic is most important for a nurse to include when teaching a group of
adolescents?
a. Nutritional analysis b. Risk-taking behaviors c. Educational opprtunities
d. Peer relationships
21. A 13-year old boy is watching cartoons ontelevision when the nurse enters his room to
perform health teaching. Which action by the nurse is appropriate?
a. Turn off the television and begin teaching c. sit down and watch cartoon with
the boy
b. Begin the teaching with the client’s mother d. Ask the boy what time would be
better for the teaching
session?
22. Which of the following is not included in Dun and Dunn psychological types of learners?
a. Analytic & Global b. Impulsive & reflective c. Extrovert & introvert d.
Hemispheric thinker
23. Learners who prefer group work, actions, and offer opinion without being ask
according to Jung’s type of learner is:
a. Extrovert b. Sensing c. Thinking d. Introvert
24. A learner type characterized by being a person who likes to observe, gather information
and gain insights rather than take action, places high value on understanding for
knowledge‘s sake and like to personalize learning by connecting information with
something familiar in his/her experiences:
a. Converger b. Diverger c. Converger d. Assimilator
25. When the nurse encourages independence and active participation, honest, uses logical
explaination, establishes role models, uses drawings, models, dolls, paintings, audio-
video tapes. The nurse is using teaching strategies appropriate for which of the
following age group?
a. Adolescence b. School-age childrenc. Pre-school children d. Infancy

Test II. Enumeration. Enumerate the following:

1. 5 important steps in the assessment of the learning needs.
2. 3 criteria for prioritizing learning needs.

29
 3. 4 methods to assess the learning needs.
4. 5 basic stimuli that affect person’s ability to learn by Dun and Dunn give 2 examples
foreach..
5. 8 stages of Erikson’s psychosocial development.
6. 7 types of intelligence by Gardner.
7. 6 stages of change by Prochaska & Di Clemente.

Test III. Essay. Discuss the following very briefly.

1. Why nurses should teach? Discuss its legal basis.

2. Why is it important to assess the learner’s developmental characteristics?

TASK SHEET 1

Performance Task: assess the learning needs of your assigned client using
Client/Patient Learning Needs Assessment Form.

Holy Name University

College of Nursing and Medical Technology
Tagbilaran City

Client/Patient Learning needs Assessment Performance Assessment Rubrics

Instruction: Use this form in assessing the learning needs of your assigned client. Your
performance will be rated based on the following:

30
4 3 2 1
Consistently Demonstrates Consistently Consistently
demonstrates average level of demonstrates below demonstrates
knowledge & knowledge & average of below average of
responsibility responsibility in knowledge & knowledge &
in completing completing a full responsibility in responsibility in
a full body body assessment. completing a full completing a full
assessment. Requires a moderate body assessment. body assessment.
Demonstrates level of instructor Requires a maximum Does not have
above involvement in the level of instructor basic knowledge,
average level assessment process. involvement in the below level of
of competence assessment process. safety, unaware.
in assessment
skills.

Client learning needs assessment

Part 1. Nature of the Learner
Name of learner:
Age
Educational status
Language
Religion
Developmental stage: (Ericson)
Developmental task :
Cognitive Development: (Piaget)
Development characteristics:
Common Health Problems:
Part 2. Readiness to learn
Over the last 2 weeks, how often have you been Nearly More Several Not
bothered by any of the following problems? every than days at
day half all
the
days
Little interest or pleasure in doing things
Feeling down, depressed, or hopeless
Trouble falling or staying asleep, or sleeping too
much
Feeling tired or having little energy
Poor appetite or overeating
Feeling bad about yourself, or that you are a failure,
or have let yourself or your family down
Trouble concentrating on things, such as reading the
newspaper or watching television
Moving or speaking so slowly that other people could
have noticed. Or the opposite ó being so fidgety or

31
 restless that you have been
moving around a lot more than usual
Thoughts that you would be better off dead, or of
hurting yourself
In the last 4 weeks, have you had an anxiety attack Yes No
suddenly feeling fear or panic?
Activities of Daily Living (ADL). In the past 7 days, Yes No
did you need help from others to perform everyday
activities such as eating, getting dressed, grooming,
bathing, walking, or using the toilet?
Instrumental Activities of Daily Living (ADL) Yes No
In the past 7 days, did you need help from others to
take care of things such as laundry and
housekeeping, banking, shopping, using the
telephone, food preparation, transportation, or taking
your own medications?
How many times in the past year have you had 3 or 2 1 0
drinks in a day? more
In the past 7 days, how much pain have you felt? A lot some little Non
e
What is the most stressful thing in your life right
now?
Which of the above health topics is the most
important to you?
Part 3. Learning Style

Comments:___________________________________________________________________________
_______________________________________________________________________________

Student Signature:__________________________________________

Instructor Signature:________________________________________

Holy Name University

College of Nursing
Tagbilaran City

_________________________________Level 2 Sec___Date Submitted:_________

Name of Student & Signature

TO BE FILLED UP BY Clinical Instructor

32
Assessment YES NO Scores
Methods
Oral
Written test
Evidence Plan Completed client learning needs
assessment

PERFORMANCE CRITERIA CHECKLIST 1.2

Criteria YES NO Self- Remarks

Did I... Rating
Identify the learner.

Determine readiness to learn

Identify learning styles

Choose the right setting

Collect important information about the learner-

- topic/issue/problem of interest
- type & availability of social
support
Involve health team members

Prioritize learning needs

LOURDES P. APARICIO, RN,PhD.

Name & Signature of Clinical Instructor

33
 Module 2:
Developing Health Education Plan Based OnAssessed And Anticipated Needs

Course Outcome 2: Develops health education plan based on

assessed and anticipated needs
Learning Experiences
Learning Activities Special Instructions
Read Information Sheet 2.
Answer Self Check 2 Cut the page and submit to your teacher
as instructed
Perform Task 2 – formulate a Use long bond paper, arial 12, single
comprehensive health education plan space. Submit to your teacher for
with the following components: checking and place in your portfolio.
objectives, content, time allotment,
teaching-learning activities, resources,
evaluation parameters.

Information Sheet 2.0

Developing a Health Teaching Plan

Intended Learning Outcomes : After completing this module, you will be able to:

1. Recognize the value of using behavioral objectives for teaching & learning.
2. Write behavioral objectives accurately using the 3 components of
condition,performance & criterion
3. Differentiate the 3 domains of learning
4. Select the instructional methods appropriate for teaching in the cognitive, affective
& psychomotor domains.
5. Formulate teaching plans that reflect internal consistency between elements.
6. Select appropriate teaching methods.
7. Identify appropriate instructional materials

34
 8. Recognize the role of the nurse in writing objectives for planning,implementation &
evaluationof teaching & learning.

CONTENTS

Characteristics Of Goals And Objectives

Goal - the final outcome of what is achieved at the end of the teaching-learning
process.
- global & broad, serve as long-term targets
- desired outcomes achievable in weeks or months
Objective – specific,single behavior; short-term, achievable after one session or few
days.

Behavioral objective – (Mager , 1997)

- describes a performance that learners should be able to demonstrate
before they are considered competent.
- describes the learners’ behavior.
- the intended result of instruction; action oriented; learner-centered
- describe what the learner will be ableto do following a teaching
experience

The Importance Of Using Behavioral Objectives For Teaching

- basis for the selection & design of instructional content, methods &
materials
- as a means to organize efforts & activities toward accomplishing the
objectives
- allow for the determination as to whether an objective has been
accomplished

Do’s In Writing Behavioral Objectives - Four Components Of Behavioral Objectives:

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 have been achieved. “ What should the learner be able to do?”
2. Condition- describes the situation/s under which the behavior will be observed or
the performance is expected to occur.”Under what condition should the learner
be able to do it?”
3. Citerion- describes how well or with what accuracy the learner must be ableto
perform the behavior to beconsidered competent.” How well the learner be able
to do it?”
4. Subject –(Cummings,1994 ascited by Bastable,2006) describes who will perform
the behavior to ensure a learner – centered objective. “Who will do what?”

35
 Example: Following a 20-minute teaching session on hyperglycemia (condition), Miss
Godinez (subject) will be able to identify (performance) 3 out of 4 major symptoms of
high blood sugar (criterion).

Examples:
Conditions Performance Criterion

Using a model Demonstrate The correct procedure

Following a group discussion List Two out of 3 reasons
After watching a video Select With 100% accuracy

Dont’s In Writing Behavioral Objectives

a. Do not describe what the instructor is expected to do.

b. Avoid using compound words and connect to verbs like the learner will select &
prepare
c. Avoid using words that are difficult to measure
d. Avoid using unattainable and unrealistic ojective

Bloom’s Taxonomy Of Learning Objectives By Domains

1. Cognitive “Thinking” Domain

Levels – Definition Commonly Used Verbs

Kowledge- ability to memorize, recall, Choose,Circle Define,Identify , Label,
define,,recognize ,identify List, Match, Name, Recall, Report,
Outline, Select,State
Comprehension- ability todemonstrate an Describe,
understanding of information Discuss,Distinguish,Estimate,Explain,
Generalize,Give Example,
Locate,Recognize,Summarize
Application- ability to use ideas, principles, Apply, Demonstrate,Illustrate,
abstraction or theories in situations Implement, Interpret,
Modify,Order,Revise, Solve,Use
Analysis- ability to recognize & structure Analize, Arrange, Calculate, Classify,
information by breaking down into smaller Compare, Conclude , Contrast,
parts& specifying relationship between parts Determine,Defferentiate, Discriminate
Synthesis-ability to put together parts by ceating Categorize,Combine,
a unique product Compile,Correlate, Design,Devise,
Generate, Integrate, Recognize,
Revise, Summarize
Evaluation- ability to judge Appraise, Assess, Conclude,Criticize,
Debate, Defend, Judge, Justify
2. Affective- “feeling” domain

36
Receiving- ability to show awareness Accept, Admit, Ask, Attend, Focus,
Listen, Observe, Pay Attention
Responding- ability to respond to an experience Agree, Answer,Conform, Discuss,
at first obediently, & later willingly & with Express, Participate, Recall, Relate,
satisfaction Report, State Willingness, Try,
Verbalize
Valuing- ability to accept the worthoftheory, Assert, Assist, Attempt, Choose,
idea, event, demonstrating commitmentto an Complete, Disagree, Follow, Help,
experience believed as having value Initiate, Join, Proppose, Volunteer
Organization- ability to organize, classify, Adher, Alter, Arrange, Combine,
prioritize values by integrating a new value into Defend, Explain, Express,
a general set of values Generalize, Integrate, Resolve
Characterization- ability to integrate values into Assert,Commit, Discrimate, Display,
a totalphilosopht or world view Influence,Propose, Qualify, Solve,
Verify
3. Psychomotor “Skills” Domain

Perception- ability to show sensory awareness Attend, Choose, Describe,Detect,

associatedwith some task to be performed Differentiate,Distinguish,
Identify,Isolate,Perceive,Relate,
Select, Separate
Set- ability to exhibit readiness to take a Attept, Begin,Develop,
particular kind of action such as following Display,Position,Prepare,
directions, thru expressionsof willingness, Proceed,Reach,Respond, Show,
sensory attending, or body language to Start,Try
performan action
Guided response- ability to exert effort under Align, Arrange,Assemble, Attach,
the guidance of an instructor to imitate an Build,Change, Choose,Clean,
observed behavior with conscious awreness of Complie, Complete, Construct,
effort Demonstrate, Discriminate,
Mechanism- ability to repeatedly perform steps Dismantle, Dissect,Examine,
of desired skill with a certain degree of Find,Grasp, Hold, Insert,Lift,Locate,
confidence, indicating mastery to some extent it Maintain,Manipulate Measure, Mix,
becomes habitual Open,Operate, Organize,Perform,
Complex overt response-ability to automatically Pour, Practice,Reassemble, Remove,
perform a complex motor act with Repair, Replace, Separate, Shake,
independence and a high degree of skill, Suction, Turn, Transfer, Walk, Wash,
without hesitation & with minimum expenditure Wipe
of time & energy
Adaptation- ability to modify or adapt a motor Adapt, Alter,Change, Convert,
skill to suit various situations, indicating mastery Correct, Reaarange,Reorganize,
of highly developed movements in various Replace, Revise, Shift, Substitute,
conditions Switch
Origination- ability to create new motor acts Arrange, Combine,Compose,
such as novel ways of manipulating objects/ Construct, Create, Design, Exchange,
materials as a result of understanding and Reformulate

37
ability to perform skills

Examples:
1. Cognitive- Analysis
After reading handouts provided by the nurse, the family member will calculate
the correct number oftotal grams of proteinincluded on average per day in the
family diet.
2. Affective- responding
At the end of one-to-one instruction, the child will verbalize feelings of
confidence in managing her asthma using the Peak Flow Tracking Chart.
3. Psychomotor- guided response
After watching a 15-minute video on the procedure for self-examination
ofthebreast, the client willperform the examon a model with 100% accuracy.

Development of Teaching Plans. Contents of a health teaching plan: (CMO14

s.2002)
 Objectives
 Content
 Time allotment
 Teaching-learning activities
 Resources/ materials needed
 Evaluation parameters.

38
Sample Health Teaching Plan
Holy Name University
College of Nursing
Tagbilaran City

Target participant/s: 5 Diabetic patients

Venue: Medical ward lecture room
Topic: Self-injection of insulin
Goal/s: The patient will be able to perform insulin injection independently according to
treatment regimen

Behavioral Content Time Teaching- Resources/ Evaluation

Objectives Allotment Learning Materials Parameters
Activities Needed
Following a 20-
minute teaching
session, the
patients will be able
to :
1. Identify the 5 Locationof 5 2 mins One to one Anatomical Post test
sites of insulin anatomical sites instruction chart
injection with Rotation of sites
100%accuracy.(
cognitive)
2. Demonstrate Accepted 5 mins Demonstratio Alcohol,spo Observationo
proper techniques n nges, sterile f return
techniques according to Return SQ needles, demonstratio
according to procedure demonstration insulin n
procedure for syringes
drawing up Reading syringe Vial of
insulin from a unit dose sterile water
vial markings Human
(psychomotor) 10 mins model SQ Observationo
3. Give insulin to Procedure for needle & f return
self in thigh area injecting insulin Demonstratio syringe, vial demonstratio
with 100% SQ at 90 degrees n of sterile n
accuracy angle using Return water,alcoh
(psychomotor) aseptic technique demonstration ol sponge
Video,writte

39
4. Express any n handouts Question and
concerns about 3 mins answer
self-ainjection of Summarize
insulin common
(affective) concerns discussion

Exploration of
feelings

Innovative Teaching Methods

5.1.3.1 Lecture – transmits information.
Guidelines:
1. Introduction- first 5 minutes , objectives are clear, interesting, pragmatic,
achievable
a. Outline key concepts
b. Establish open atmosphere( feel free to ask questions anytime)- question,
quote, humor, visual aid/cartoon
2. Body- definition of key concepts , topics that are difficult to understand,
c. sufficient depth & complexity
d. testimonies & exhibits ( statistics, analogies)
3. Conclusion- last 5 minutes- ties the intro & body like an abstract/summary
Tips for Lecture presentation:
a. Convey enthusiasm
b. Understand the content
c. Use notes
d. Speak to an audience of 200 as if they were a single student
e. Make eye contact
f. Use creative movement
g. Podium is an automatic barrier: use notecards, step out from behind the podium,
walk around, address the right half and the half left, call participant by name do
not overdo hand gestures, Cross legs at the ankle if seated
h. Create a change in pace - read face signals
i. Distribute skeletal outline only if it help identify key points, handouts
supplements the lecture.

40
5.1.3.2 Role Play – a dramatic technique that encourages improvisation of behaviors
illustrating expected action/behaviors
- effective for decision-making & problem solving
- Analyzes the occuring dynamics
Guidelines:
1. Outline scenario- unscripted: spontaneous interplay
2. Assign roles; with observers
3. Process the experience
4. Provide inputs
5.1.3.3 Debate- a systematic contest of speakers in which two points of view of a
proposition is advancedwith proof. Includes : bibliography, overview of the
problem,opening remarks, resolutionplan,response to opposing team, concluding
statement.
5.1.3.4 Tree of Impact ( future wheels; relevance tree) is a shorthand analysis of
the possible consequences of a policy decision or event. The tree structure: the
problem, alternatives, possible impact, evaluate impact, identify decision-makers,
action , options,results.
5.1.3.5 Demonstration & return demonstration-
5.1.3.6 Gaming-learner participates in competitive activity. Fun with purpose.Has
objectives, rules, materials needed, debriefing session follows ( Questions,
feedbacks, learning outcomes)

Evaluation Of Teaching Methods

1. Did the method help achieve its goals?
2. Did resources available support the method?
3. To what extent did it allow active participation?
4. Did the method match the learning preference ?

Increasing The Effectiveness Of Teaching:

1.Be enthusiastic
2. Include humor

41
3. choose problem-solving activities
4. use anecdotes & examples
5. give positive reinforcemnt
6. project an attitude of acceptance & sensitivity
7. be organized & give direction
8. elicit & give feedback
9. Use questions
10. know your audience
11.use repetition and pacing
12.summarize important points

Instructional Settings
1. Health care setting(medical ward)
2. Health care – related setting (diabetic club)
3. Non-health care setting(professional associations) , Barangay hall

Effectiveness of Teaching Tools & Methods

Mode Of Learning Retention % Methods

1. Reading 10 Self-instruction
2. Hearing 20 Lecture-discussion
3. Watching 30 Demonstration , self-
instruction
4. watching & hearing 50 Lecture, demo
5. watching,speaking 70 Group discussion,verbal
interactions,demo
6. speaking & doing 90 Demo- return-demo,gaming,
role playing

42
 Self-Check 2.0
Multiple Choice. Select the letter of the best answer.
1. Which of the following is an example of a competency statement?
a. the students will discuss the side effects of paracetamol correctly.
b. given a tray of equipments , the students will arrange the instruments correctly.
c. the patients will take the medication
d. the client will report his pain to the nurse.
2. Which of the following is an example of a behavioral objective?
a. the students will discuss the side effects of paracetamol correctly.
b. given a tray of equipments , the students will arrange the instruments correctly.
c. the patients will take the medication
d. the client will report his pain to the nurse
3. A task performed to meet an established standard is ;
a. a, behavioral objective
b. competency
c. performance
d. nursing task
4. Which of the following is a nursing activity?
a. address other professionals, patients, and members of their families
b. using correct forms of address for professionals, patients, and their families
c. use correct forms of address for professionals, patients and their families
5. Which of the following is a criterion/ criteria?
a. prepare a tray of instruments for a procedure
b. including all instruments usually used
c. prepare a tray of instruments for a procedure including all instruments usually
used
6. Which of the following is a competency statement?
a. interpret the policies of the hospital to the patient’s family
b. using understandable language
c. interpret hospital policies correctly and in understandable language

43
7. The taxonomy of educational objectives is classified by:
a. Bloom
b. Skinner
c. Piaget
d. Ericson
8. Behavior that involve the recall of information, and the process of analysis, synthesis
and evaluation is
a. Psychomotor
b. Cognitive
c. Affective
9. Behaviors that are described as emotive reactions or those that may be hidden from
observation, but may be evident in values placed on what is being learned, or
attitudes toward people and thing:
a. Cognitive
b. Psychomotor
c. Affective
10. Which of the following defines psychomotor skills?
a. the habit of making complex motor responses without conscious thought about
the movements involved
b. the habit of making complex mental responses without conscious thought
c. the habit of feeling , valuing and synthesizing
11. “ Correctly select the necessary instruments for the performance of circumcision”. This
is an example of:
a. a . Cognitive domain
b. Affective domain
c. Psychomotor domain
12. Which of the following exhibits the affective domain?
a. effectively explain to the mother the medical condition of a child who is seriously
ill
b. demonstrate how to give a subcutaneous injection skillfully and accurately
c. correctly selects the instruments for the performance of circumcision
13. Assessment in the learning process involves the following:
a. ascertain learning needs, readiness to learn and learning styles
b. b. develop teaching plan based on mutually predetermined behavioral outcomes
to meet individual needs
c. perform the act of teaching using specific instructional methods and tools
d. determine behavior changes
14. In teaching middle adults, the nurse plans to focus on which of the following:

44
 a. maintaining independence and reestablishing a normal life patterns
b. using concrete examples
c. speaking slowly and distinctly
d. establishing intimacy and family life
15. The nurse understands the characteristics of an adolescent learner when she uses
teaching strategies that:
a. use peers for support and influence, provide experimentation and flexibility
b. use drawings, models, dolls, paintings
c. use verbal exchange and coaching
d. use repetition and reinforcement of information
16. . Needs that must be learned for survival or situations in which the learner’s life or
safety is threatened is / are :
a. mandatory needs
b. desirable needs
c. possible needs
d. self- esteem needs
17. The nurse can best assist a client to use strategies for primary prevention of sexually
transmitted diseases (STDs) by
a. treating all the infected client’s sex partners.

b. providing risk reduction counseling.

c. encouraging compliance with medical treatment.

d. encouraging early treatment of infected individuals.

18. The rehabilitation nurse ensures that teaching plans are

a. individualized to the client and family.

b. designed to cover all aspects of the rehabilitation process.

c. flexible and do not necessarily offer the same information every time.

d. easily reduced to written instructions.

19. The home health nurse is preparing a lesson on nutritional menus for a group of older
adults at a day care center. To enhance the learning potential of his presentation, the
nurse will
a. raise the pitch of his voice.
b. build up to the most important fact.
c. use blue or green felt-tip markers on a white board.
d. use nonverbal cues.

45
20. A client with genital herpes asks the nurse what effect the herpes will have on her
becoming pregnant and having a child. The nurse’s response is based on the fact that
active genital herpes lesions can cause
a. infection of the newborn during vaginal delivery.
b. sterility.
c. birth defects.
d. infection of the fetus in utero.
21. Which of the following is characterized by having a predictable environment to allow
learners for practice under realistic conditions in real time using actual clinical supplies.
a. Clinical orientation
b. High - Fidelity Patient Simulation
c. Case studies
d. clinical patient simulators
22. Decisions about which methods to use for health teaching will be based on the
following variables:
a. Audience size, age, educational background c. Culture, setting
b. Preferred learning style d. a , b & c
23. Which of the following is a highly structured method of teaching by which the teacher
verbally transmits information directly to groups of learners
for the purpose of instruction?
a. Group discussion c. Lecture
b. Demonstration d. Gaming
24. Each lecture starts with an introduction that includes which of the following:
a. Overview of the behavioural objectives c. Actual delivery of the content
b. Use of visual aids d. Summary
25. Group discussion is a good method for teaching in :
a. Both cognitive and affective domains c. Psychomotor
b. Cognitive d. Affective
26. Simulation has an advantage of which of the following:
a. Preview of exact skill c. Tailored to individual needs
b. Practice reality in safe setting d. Competitive environment
27. Which of the following is/are questions in evaluating the effectiveness of the teaching
method used?
a. Did the method help the learners to achieve the stated objectives?
b. Did the resources available adequately support the method?
c. To what extent did the method allow for active participation to accommodate the
needs, abilities and style of the learner?
d. All of the above
28. The following are examples of instructional health care setting:
a. Outpatient clinics b. Wellness centers
b. Hospitals d. a, b & c
29. An actual woman demonstrating breast self-examination is an example of:
a. Realia c. Illusionary representations

46
 b. Symbolic representations d. models
30. Evaluating printed materials considers the following:
a. Nature of the audience c. Literacy level required
b. Brevity and clarity d. all of the above
31. The following media are useful for self-instruction EXCEPT:
a. Leaflets, books c. Brochures
b. Flipcharts d. interactive media

Test II. Enumeration.

1. What are the 7 Do’s in teaching patient with brain injury?

2. What are 3 the parts of a lecture?
3. What 4 questions to ask when evaluating teaching methods?
4. What are 5 ways of increasing effectiveness in teaching?

47
 Task Sheet 2.0

Developing Health Education Plan Based On Assessed

And Anticipated Needs

Performance Objective: Given a family client, you willbe able to Develop a Health
Education Plan Based On Assessed And Anticipated
Needs using the given format.

Steps:
1. Identify goal/s of teaching
2. Formulate behavioral objectives
3. Select appropriate contents based on behavioral objectives
4. Identify time needed
5. Select teaching – learning activities
6. Identify instructional materials needed
7. Formulate evaluation tools

Holy Name University

College of Nursing
Tagbilaran City

Target participant/s:

Venue:

Topic:

Goal/s:

Behavioral Contents Time Teaching- Resources/ Evaluation

Objectives Allotment Learning Materials Parameters
Activities Needed

48
 Holy Name University
College of Nursing
Tagbilaran City

________________________________ Level 2 Sec___Date Submitted:________

Name of Student & Signature

TO BE FILLED UP BY THE Clinical Instructor

Assessment YES NO Scores
Methods

 Oral questioning

 written exam
Evidence Plan Comprehensive Health
Teaching Plan

PERFORMANCE CRITERIA CHECKLIST 2.0

Criteria YES NO Self-

Did you... Rating
1. Identify goal/s of teaching

2. Formulate behavioral objectives

3. Select appropriate contents based on behavioral

objectives
4. Identify time needed

5. Select teaching – learning activities

6. Identify instructional materials needed

7. Formulate evaluation tools

49
LOURDES P. APARICIO, RN,PhD.
Name & Signature of Clinical Instructor

Learning Experiences

Module 3: Developing Learning Materials For Health Education

Course Outcome 3 : Develops Learning Materials For Health Education

Intended Learning Outcomes:

Upon completion of this module, you must be able to:

ILO1: provide for feedback to finalize plan

ILO2: develop information education materials appropriate to the level of the client
ILO3: applies health education principles in the development of information education
materials

Learning Activities Special Instructions

Read Information Sheet 3.0

Answer Self Check 3.0 Cut the page and submit to your teacher as instructed
Perform Task 3. Submit your designed multimedia instructional
materials to your teacher for feedbacks (BORROW
laptop and LCD projector)

Introduction:

Teaching methods are approaches used for nurse-client interaction, instructional

materials are the vehicles that help to convey the information. Instructional materials
(tools) aid learning.They stimulate the learners’ senses and help the teacher simplify
complex messages.(Bobcock &Miller ,1994).They are intended to supplement , rather
than replace actual teaching. The teacher selects and/or develop materials best suited
to the methods chosen for teaching.

The purpose of instructional materials is to assist the nurse to deliver mesages

creatively & clearly during patient education..A multi media approach helps learner to
retain more effectively what they learn (Rankin & Stallings, 2001), helps clarify abstract
or complex concepts, adds variety to the teaching-learning experiences (Bobcock &
Miller 1994), reinforces learning, and potentially brings realism to the experience.

50
Therefore, nurses must look for ways to supplement their teaching with methods that
help the learner to more easily acquire knowledge, attitude and skills.

This module guides nurses in selecting ,developing ,using and evaluating

instructional materials.

Major Components Of Instructional Materials:

1. Delivery sytem- is the physical form of the materials (overhead transparencies,

slides) and the hard ware used to present the materials ( projector)
2. Content- actual information being shared with the learner
3. Presentation- the form of the message from concrete to abstract

Instructional materials:

1. Realia- represents real thing like actual woman demonstrating SBE

2. Illusionary representations- potographs, audiotapes,drawings & graphs
3. Symbolic representations- audiotapes, written text & handouts, blackboards
4. Models –
5.2 replica - models of the heart, kidney
5.3 analogue- dialysis machine
5.4 symbol- words, diagrams, musical notes,cartton, traffic signs
5. projection (ppt,overhead) video, telecommunication (tv,
telephone,computer)resources

Guidelines In Using Power Point Presentation: Use Judiciously; Do Not Over Use/
Abuse
1. Use key terms on slides
2. Large font size fewer than 25 words per slide. One idea per slide
3. Use color & graphics when appropriate
4. Bold colors contrast between background & text
5. Tables & charts are useful when presenting large amounts of data
6. Minimize fancy transitions, animated text,sounds that distract
7. Not more than 2 slides per minute

Criteria for Evaluating Health –Related Web sites

1. Accuracy – reputable sources, comprehensive information, more than 1 point of

view
2. Design-easy to navigate

51
3. Authors/ sponsors- clearly identified with credentials,contact address & nos.
4. Currency- recent creation with updated references
5. Authority- authors are credible

52
 Self Check 3.0

Answer the following:

1. Describe the changes in education that have occured as a result of
technological age (Information age)
2. Identify ways to incorporate internet resources into health education.
3. What are the issues related to the use of technology in teaching and learning.
4. What are the 5 types of instructional materials?
5. What are the 6 guidelines in using powerpoint presentation?

6. What are the Criteria for Evaluating Health –Related Web sites

7.

53
 Task Sheet 3.0

Title: Developing Learning Materials For Health Education

Performance Objective: Given the learning assessment result, you should select
learning materials for health education

Procedures/ Steps:

1. Identify your learners

2. Select multi media
3. Design multimedia instructional materials –design your own video/ audio
materials or Insert video/audio from the internet in your power point
presentation

54
 Holy Name University
College of Nursing
Tagbilaran City

___________________________Level 2 Sec___ Date Submitted:_______________

Name of Student & Signature

TO BE FILLED UP BY THE Clinical Instructor

YES NO Scores

 Oral questioning
Assessment
Methods  written exam
Evidence Plan Self-designed instructional
materials

PERFORMANCE CRITERIA CHECKLIST 3.0

Criteria YES NO Self- Remarks

Did you... Rating
1. Identify your audience/ learner

2. Select multi media

3. Design multimedia instructional materials –

design your own video/ audio materials or
Insert video/audio materials from the internet
in your power point presentation

LOURDES P. APARICIO, RN,PhD.

Name & Signature of Clinical Instructor
Learning Experiences

55
 Module 4
Implementing The Health Education Plan

Course Outcome 4 : Implement The Health Education Plan

Intended Learning Outcomes:

Upon completion of this module, you must be able to:

ILO1: provide for a conducive learning situation in terms of time and place
ILO2: consider client and family preparedness
ILO3: utilize appropriate strategies that maximize opportunities for behavior change for
wellness/ healthy lifestyle
LO4: provide reassuring presence through active listening, touch, facial expression
and gestures

Learning Activities Special Instructions

Read Information Sheet 4.0

Answer Self Check 4.0 Cut the page and submit to your teacher
as instructed
Perform Task 4.0 - Implement The Form a group of 7 then implement your
Health Education Plan teaching plan to a hypothetical / actual
clients utilizing your instructional
materials

56
 Task Sheet 4.0

Implementing The Health Education Plan

Objective: Given a hypothetical client (individual,family or community), you will be able

to implement your teaching plan utilizing multimedia instructional materials.

Procedures/ Steps:

Implementing the health teaching plan

1. Provide for a conducive learning situation in terms of time and place

2. Start on time
3. Provide privacy/ confidentiality
4. Orient the participants
5. Give reinforcement /reward strategies , snacks to participants (when
appropriate )
6. Motivate the participants to ask questions
7. Use varied innovative teaching-learning activities
8. Utilize multimedia instructional materials
9. Provide reassuring presence through active listening, touch, facial expression
and gestures
10. Provide handouts , leaflets as needed
11. End on time

57
 Holy Name University
College of Nursing
Tagbilaran City

Group Leader_____________________________Date Performed______________

Grooup Members :______________________________

58
_______________________________ ___________________________________
_______________________________ ___________________________________
_______________________________ ___________________________________
_______________________________ ___________________________________

TO BE FILLED UP BY THE Clinical Instructor

YES NO Scores

Assessment  Oral questioning

Methods

Written test
Evidence Plan Actual implementation of health
teaching plan

PERFORMANCE CRITERIA CHECKLIST 4.0

Criteria YES NO Self- Remarks
Did I... Rating
1. provide for a conducive learning situation in terms
of time and place
2. start on time
3. provide privacy/ confidentiality
4. Orient the participants
5. Give reinforcement /reward strategies , snacks to
participants (when appropriate )
6. Motivate the participants to ask questions
7. Use varied, innovative teaching-learning strategies
8. Utilize multimedia instructional materials
9. Master your topics
10. provide reassuring presence through active
listening, touch, facial expression and gestures
11. Provide handouts , leaflets a needed
12. End on time

LOURDES P. APARICIO, RN,PhD.

Name & Signature of Clinical Instructor

Learning Activities

Module 5: Evaluating The Outcomes Of Health Education

Core Competency 5 : Evaluate The Outcomes Of Health Education

59
Intended Learning Outcomes:

Upon completion of this module, you must be able to:

ILO1: utilize health teaching evaluation parameters

ILO2: document outcome of health teaching
ILO3: revise health educationplan based on client , family, community
response/outcome

Learning Activities Special Instructions

Read Information 5.0
Answer Self Check 3.0 Cut the page and submit to your teacher
as instructed
Perform Task 5.0 - Evaluating The Submit the outputs to your teacher for
Outcome Of Health Education feedbacking

Evaluation In Health Care Education

Introduction:

Evaluation is the process that can justify what nurses do in making a value added
difference in the care they provide (Bastable,2006).

Evaluation - is a systematic process by which the worth or value of teaching-learning is

judged. It is to gather, summarize, interpret and use data to determine the extent to
which the action was successful. Assessment is to gather , summarize , interpret, and
use data to decide a direction of action. Assessment & evaluation differs intiming &
purpose (Bastable, 2006)

Steps in Conducting an Evaluation(Bastable, 2006)

1. determine the focus
2. design the evaluation tool
3. conduct the evaluation
4. analyze the data collected
5. report evaluation results
6. use evaluation results

Types of Evaluation (Bastable, 2006)

1. Process (Formative) Evaluation- is to make adjustments in a patient education as

soon as they are needed, whether those adjustments be in personnel, materials ,
facilities, learning objectives, or even in one’s own attitudes. . It is ongoing and it
helps anticipate and prevent problems before it occurs. “How can teaching be
improved to help patients learn more successfully?”

60
 2. Content Evaluation- is to determine if learners have acquired the knowledge or
skills taught during the learning experience. “To what degree did the learners
learn what was taught?”
3. Outcome (Summative) Evaluation- is to determine effects and outcomes of
teaching efforts. “Was teaching appropriate?; Did the individuals learn? Where
objectives met?; Did the patient use the skill correctly?.
4. Impact Evaluation- is to determine the relative effects of education on the
institution or the community. It determines its cost-effectiveness.
5. Program Evaluation- is to determine the extent to which all activities for an entire
department or program over a specified period of time meet or exceed goals
originally established. “How well did patient educationactivities implemented
throughout the year meet annual goals?”

Designing The Evaluation. It must be consistent with the purpose, questions, and
scope. It must be realistic in terms of structure ( systematic & planned) , methods (
observation, interview, questionnaire, written test) & instruments ( must measure the
performance being evaluated).

Barriers to Evaluation:

1. Lack of clarity ( unclear , unstated, poorly defined focus)

2. Lack of ability (Lack knowledge on the hows of evaluation)
3. Fear of punishment or loss of self-esteem (less performance results to
punishment or mistakes will be seen as an evidence for poor performance)

Conducting the Evaluation: Three methods to lessen the effects of unexpected events
that occur when carrying out an evaluation:

1. Conduct a pretesting first

2. Include extra time to do an evaluation
3. Keep a sense of humor during the entire process.

Self Check 5.0

Multiple Choice. Select the best answer

61
 1. To determine the focus of evaluation which of the following questions are are
considered?

a. For whom is the evaluation being conducted?

b. Whys is the evaluation being conducted?
c. What questions will be asked in the evaluation?
d. What is the scope of the evaluation?
e. What resources are available to conduct the evaluation?
f. All of the above

2. Which of the following determine if the learners have acquired the knowledge or skills
taught during the learning experience?
a. Content evaluation
b. Outcome evaluation
c. Process evaluation
d. Impact evaluation
3. Which of the following lessen the effects of unexpected events that occur when
carrying out an evaluation?

a. Conduct pre test first

b. Include an extra time to do an evaluation
c. Keep a sense of humor during the entire process
d. All of the above
4. Which of the following are barriers to conducting an evaluation?

a. Lack of clarity
b. Lack ofability
c. Fear of punishment or loss of self-esteem
d. All of the above

Answer the following:

1. Differentiate evaluation and assessment.
2. What are the types of evaluation?
3. What are the steps in the evaluation process?
4. What are the 3 major barriers in conducting an evaluation?
5. What are the 3 guidelines in reporting evaluation results?

Questioning Tools.
To Probe The Student’s Underpinning Knowledge

62
1. Extension/ Reflection Questions. What will you do if.......?

2. Safety Questions. How will you provide privacy.......?

3. Contingency Questions. What will you do if...?

4. Job Role/ Collaboration Questions. Did you ask assistance from...?

5. Rules and Regulations, Legal Questions. Cite hospital standards in...?

Task Sheet 5.0

Evaluating the Outcomes of Health Education

63
Performance Objective: After the implementation of the health teaching plan, you
must be able to evaluate the outcomes of teaching.

Steps in Evaluating the Outcomes of Health Education

1. Determine the focus (What are to be evaluated?)

2. Design the evaluation tool

3. Conduct the evaluation

4. Analyze the evaluation data

5. Report the evaluation results using graphs and

tables

6. Use the evaluation results by proposing

recommendations for improving the health
education activity.

Holy Name University

College of Nursing
Tagbilaran City

64
Group Leader_____________________________Date Performed______________
Grooup Members :_______________________________
_______________________________ ____________________________________
_______________________________ ____________________________________

TO BE FILLED UP BY THE Clinical Instructor

YES NO Scores

Assessment  Oral questioning

Methods

Evidence Plan Evaluation tool, results and

recommendations

PERFORMANCE CRITERIA CHECKLIST 5.0

Criteria YES NO Self- Remarks

Did I... Rating
1. Determine the focus

2. Design the evaluation tool

3. Conduct the evaluation

4. Analyze the evaluation data

5. Report the evaluation results using graphs

and tables

6. Use the evaluation results by proposing

recommendations for improving the health
education activity.

LOURDES P. APARICIO, RN,PhD.

Name & Signature of Clinical Instructor

65