HEALTH EDU2

• Elements of Health Education

  • Elements
  • Objectives
  • Strategies and Methodologist
  • Resources
  • Evaluation
• Objectives of learning


  • Hierarchy of behaviors
  • Concept of taxonomy - level of knowledge to be learned
  • Behaviors most relevant and attainable for learners
  • Sequencing of knowledge and experiences for learning simple to the most complex
• Bloom's Taxonomy


  Provides a framework for successful teaching
• Types of objectives


  • Educational objectives
  • Instructional objectives
  • Behavioral or learning objectives
• Educational objectives


  • Used to identify the intended outcomes of the education process
  • Referring to an aspect of a program or a total program of study
  • Guide the design of curriculum units
• Instructional objectives


  • Describe the teaching activities
  • Specific content areas
  • Resources used to facilitate effective instruction
• Behavioral or learning objectives

  • Action oriented rather than content oriented
  • Learner centered rather than teacher centered
  • Short-term outcome focused rather than process focused
  • Describe precisely what the learner will be able to do following a learning situation
• Goals


  • The final outcome to be achieved at the end of the teaching and learning process
  • Commonly referred to as learning outcomes
  • Global and broad in nature
  • Long-term targets for both the learner and the teacher
• Objectives


  • The desired outcomes of learning that realistically can be achieved usually in a few days, weeks, or months
  • Considered multidimensional in that a number of objectives are subsumed under or incorporated into an overall goal
• Behavioral objective


  • A specific, single, concrete, one-dimensional behavior
  • Short term and should be achieved at the end of one teaching session
  • The intended result of instruction, not the process or means of instruction
  • Describe precisely what the learner will be able to do following the instruction
  • Statements of specific, short-term behaviors
  • Step by step to the more general, overall long-term goal
  • A performance that learners should be able to exhibit before they are considered competent
• Subojective


  • Written and reflect aspects of a main objective
  • Specific statements of short-term behaviors that lead to the achievement of the primary objective
  • Do after being exposed to one or more learning experiences
  • Necessary to have both goals and objectives to accomplish something
• Objective and goals


  • A map that provides directions (objectives) as to how to arrive at a specific destination (goal)
  • Objectives to accomplish the goal become the blueprint for attaining the desired outcome of learning
• Writing of objectives


  • Helps educators explore their own knowledge, values, and beliefs
  • Encourages them to examine the experiences, values, motivations, and knowledge of the learner
  • Considered by many educators to be the initial, most important consideration in the teaching and learning experience
• Advantages of writing objectives

  • Provide the solid foundation for the selection or design of instructional content, methods, and materials
  • Provide learners with ways to organize their efforts to reach their goals
  • Help determine whether an objective has, in fact, been met
• Benefits of objectives


  • Helps educators thinking on target and learner centered
  • Communicates to learners and healthcare team members - planned for teaching and learning
  • Helps learners understand what is expected - keep track of their progress
  • Select and organize educational materials - not get lost in the content and forget learner's role
  • Encourages educators to evaluate their own motives for teaching
  • Tailors teaching to the learner's unique needs
• ABCD Rule


  • A—audience (who)
  • B—behavior (what)
  • C—condition (under which circumstance)
  • D—degree (how well, to what extent, within what time frame)
• SMART Objectives


  • Specific - what is to be achieved
  • Measurable - Quantify or qualify by including numeric, cost, or percentage amounts or the degree/level of mastery expected
  • Attainable / Achievable - Write attainable objectives
  • Realistic - Resources must be available and accessible to achieve objectives
  • Timely / Timebound - when the objectives will be achieved
• Most Errors in Writing Objectives

  • Describing what the teacher does rather than what the learner is expected to do
  • Including more than one expected behavior in a single objective
  • Forgetting to identify all four components of condition, performance, criterion, and who the learner is
  • Using terms for performance that are open to many interpretations, are not action oriented, and are difficult to measure
• Important Variables in Learning Behaviors

  • Readiness to learn
  • Past experience
  • Health status
  • Anxiety level
  • Developmental stage
  • Practice session length
• 6 Important in Learning New Skills

  • Peer support and peer learning are important
  • Practicing on real people is essential to mastery
  • Faculty members matter during the learning experience
  • Conditions of the environment are essential
  • Knowing that patients need good nursing skills
  • Anxiety is ever present because of fear of harming patients
• Teaching Plan


  • A blueprint to achieve the goal and objectives that have been developed
  • Listing the goal and objectives
  • Should indicate the purpose, content, methods, tools, timing, and evaluation of instruction
  • Should clearly and concisely identify the order of various parts of the education process
• 3 major reasons for creating a Teaching Plan

  • Look at the relationship between each of the steps of the teaching process - there is a logical approach to teaching
  • Communicate in writing exactly what is being taught, how it is being taught and evaluated, and the time allotted to meet each of the behavioral objectives - essential for the involvement of the patient and member of the healthcare team
  • Legally document that an individual plan for each learner is in place and is being properly implemented
• 8 Basic Elements of a Teaching Plan


  • Purpose
  • Statement of the overall goal
  • List of objectives
  • An outline of the content to be covered in the teaching session
  • Instructional method/s used for teaching the related content
  • Time allotted for the teaching of each objective
  • Instructional resources needed
  • Method/s used to evaluate learning