Health Education

• The nursing process and the education process include assessment, planning, implementation, and evaluation,
• a goal is the final outcome of what is achieved at the end of the teaching-learning process
• a goal is global and broad, has long-term targets, and is multidimensional.
• an objective is specific, single, and unidimensional behavior.
• an objective is short term
• objective must be achieved before the goal can be reached.
• SMART stands for specific, measurable, attainable, realistic, and time-bound.
• goals and objectives must be directed to what the learner is expected to be able to do, not what the teacher is expected to teach.
• The ABCD of objective making includes Audience, Behavior, Condition (of performance), and Degree (of accuracy).
• Behavior or Action to be done refers to what the learner should be able to do.
• The condition of performance or testing situations answers the question: "Under what conditions should the learner be able to do it?"
• The degree or criterion or degree of accuracy refers to how well the learner must be able to do it
• the audience or learner refers to who is going to learn.
• The behavior is a verb and is under bloom's taxonomy.
• Bloom's taxonomy of learning domains: remember, understand, apply, analyze, evaluate, and create.
• To remember is to recall facts and basic concepts.
• To understand is to explain ideas or concepts.
• Understand: classify, describe, discuss, explain, identify, locate, recognize, select, and translate.
• Remember: define, duplicate, list, memorize, repeat, and state.
• To apply is to use information in new situations.
• Apply: execute, implement, solve, use, demonstrate, interpret, operate, schedule, and sketch.
• To analyze is to draw connections among ideas.
• Analyze: differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test
• To evaluate is to justify a stand or decision.
• Evaluate: appraise, argue, defend, judge, select, support, value, critique, weigh
• To create is to produce new or original work
• Create: design, assemble, construct, conjecture, develop, formulate, author, investigate
• Cognitive domain is the acquisition of information and refers to the learner's intellectual abilities, mental capacities, and thinking processes. This is also known as the "thinking domain".
• Affective domain is the increasing internalization or commitment to feelings expressed as emotions, interests, attitudes, values, and appreciations.
• AKA the "feeling domain", the affective domain is the emotional responses to tasks.
• Affective domain in Bloom's Taxonomy: receiving/attending, responding, valuing, organizing, characterizing.
• Levels of the affective domain: intrapersonal, interpersonal, and extrapersonal level.
• interpersonal level includes the perspective of self in relation to other individuals.
• intrapersonal level includes personal perceptions of one's own self, such as self-concept, self-awareness, and self-acceptance.
• extrapersonal level involves the perception of others as established groups.
• COGNITIVE DOMAIN

  1. Remember: identify high-protein foods
  2. Understand: correctly describe the functions of protein
  3. Apply: relate own symptoms connected to protein malnutrition
  4. Analyze: calculate the correct # of total grams of protein
  5. Evaluate: distinguish high-protein dishes
  6. Create/Synthesize: devise a menu
• AFFECTIVE DOMAIN

  1. Receive - admit to fears
  2. Respond - verbalize feelings
  3. Value - verbalize personal importance
  4. Organize - express intentions
• Teaching in the affective domain incudes questioning, case study, role-playing, simulation gaming, and group discussions. Value integration and clarification is emphasized.
• Psychomotor domain is acquiring fine and gross motor abilities with increasing complexity of neuromuscular coordination to carry out physical movement. This is also known as "skills domain".
• PSYCHOMOTOR DOMAIN

  1. Perception - awareness of sensory stimulus
  2. Set - relates cues and knows
  3. Guided Response - performed as demonstrated
  4. Mechanism - performs simple acts well
  5. Complex overt response - skillful performance of complex acts
  6. Adaptation - modifies for special problems
  7. Origination - new movement patterns/creativity