HE MID

• Goals


  Final outcome to be achieved at the end of the teaching & learning process

  global and broad in nature and are long-term targets for both the learner and the teacher
• Objectives


  Specific, single concrete, one-dimensional behavior, short term, should be achieved at the end of one teaching session or shortly after several teaching sessions
• Benjamin Bloom


  Formulated taxonomy in 1956 and published as a kind of classifications for learning outcomes and objectives
• Cognitive Domain Levels


  • Knowledge - to memorize, identify specific info such as facts & rules
  • Apprehension - to demonstrate an understanding
  • Application - to use ideas, principles, or theory
  • Analysis - to recognize and structure information
  • Synthesis - to put together parts and element
  • Evaluation - to judge the value such as essay
• Affective Domain Levels


  • Receiving - to show awareness of an idea
  • Responding - to respond to an experience
  • Valuing - to regard or accept
  • Organization - to organize, classify, and prioritize
  • Characterization - to integrate values
• Psychomotor Domain Levels


  • Perception - to show sensory awareness of objects
  • Set - to exhibit readiness to take action
  • Guided response - to exert effort under guidance of instructor
  • Mechanism - to repeatedly perform steps with confidence
  • Complex overt response - to automatically perform a complex motor act
  • Adaption - to modify or adapt
  • Origination - to create new motor act
• Formulating Useful Goals and Objectives


  • Include goals at varying degrees of complexity and sophistication
  • Focus on what students should do, not on what teachers should do
  • Describe the ultimate outcomes of instruction
  • Identify both short-term and long-term goals
  • Provide opportunities for students to identify their own goals and objectives
• Behavioral Objectives


  • Help to keep educators thinking on target and learner centered
  • Communicates to others, both learners and healthcare team members, what is planned for teaching and learning
  • Helps learners understand what is expected of them so they can keep track of their progress
  • Forces the educator to organize educational materials so as not to get lost in content and forget the learner's role in the process
  • Encourages educators to question their own motives—to think deliberately about why they are doing things and analyze what positive results will be attained from accomplishing specific objectives
  • Tailors teaching to the learner's particular circumstances and needs
  • Creates guideposts for teacher evaluation & documentation of success or failure
• Criteria for Behavioral Objectives

  • Specific
  • Measurable
  • Achievable
  • Relevant
  • Time-bound
• Mager's Format for Writing Behavioral Objectives

  • Performance - describes what learner is expected to be able to do
  • Condition - describes the situations under which the behavior will be observed
  • Criterion - describes how well, with what accuracy, or within what timeframe the learner must be able to perform the behavior
• ABCD Approach

  • Audience - who
  • Behavior - what
  • Condition - under which circumstance
  • Degree - how well, to what extent, within what time frame
• Teaching Plan


  A blueprint to achieve the goal and the objectives that have been developed, indicating the purpose, content, methods, tools, timing, and evaluation of instruction
• Reasons for Constructing Teaching Plans

  • To force the teacher to examine the relationship among the steps of the teaching process, to ensure a logical approach to teaching
  • To communicate in writing and in an outline format exactly what is being taught, how it is being taught and evaluated, and the time allotted for accomplishment of the behavioral objectives
  • To legally document that an individual plan for each learner is in place and is being properly implemented
• Components of a Complete Teaching Plan

  • The purpose
  • A statement of the overall goal
  • A list of objectives (and subobjectives, if necessary)
  • An outline of the related content
  • The instructional method(s) used for teaching the related content
  • The time allotted for the teaching of each objective
  • The instructional resources (materials/tools) needed
  • The method(s) used to evaluate learning
• Learning Contract


  A mutually negotiated agreement, usually in the form of a written document drawn up by the teacher and the learner
• Contents of the Learning Contract

  • Content - specifies the behavioral objectives to be achieved
  • Performance expectations - specify condition under which learning activities will be facilitated
  • Evaluation - specify the criteria used to evaluate achievement
  • Time frame - specify the length of time needed for successful completion of objectives
• Teaching Methods


  A way of information is taught and brings the learner into contact what is being learned
• Instructional Tools


  The objects used to transmit information that supplements the act of teaching
• Lecture


  A highly structured method by which the teacher verbally transmits information directly to groups of learners for the purpose of instruction
• Group Discussion


  Learners get together to exchange information, feelings, and opinions with one another and with the educator
• Case Study


  Engages learner to focus on real or invented case scenarios simulating life or world situation to understand, solve complex problems and issues
• One-to-One Instruction

  • Formal One-To-One Instruction - planned activity
  • Informal One-To-One Instruction - unplanned activity
• Demonstration


  Done by the educator to show the learner how to perform a particular skill
• Return Demonstration


  Carried out by the learner in an attempt to establish competence by performing a task with cues from the educator as needed
• Roleplay


  Learner by which actively participate in an unrehearsed dramatization
• Gaming


  Can be an effective active teaching strategy for nursing students, promoting deeper learning, reduced stress levels, critical thinking, motivation, and positive attitudes
• Implementation


  1. May not go as envisioned

  2. Nurse must constantly assess the patient's response during this phase

  3. Speak in terms the patient understands, be specific what is to be covered and keep it short and concise
• Interpersonal Skills


  • Effective teaching is based on the nurse's ability to establish rapport with the patient
  • The nurse who is emphatic shows sensitivity to the patient's needs and preferences
  • An atmosphere in which the patient feels free to ask questions promotes learning
  • Showing genuine interest in the patient
  • Including the patient in every step of the teaching-learning process
  • Using a nonjudgmental approach
  • Communicating at the patient's level of understanding
• Intrapersonal Skills


  Abilities and behaviors that individuals use to understand and regulate their own thoughts, emotions, and behaviors
• Steps in Implementation

  1. What will be taught

  2. When teaching will occur

  3. Where teaching will take place

  4. Who will teach and learn

  5. How teaching will occur
• Global Learner


  • Likes to understand big picture first and work down to details
• Linear Learner


  • Wants details first and expect a bigger picture to emerge
• Visual Learner


  • Select teaching material that involve reading, writing, & watching visual media
• Auditory Learner


  • Need to hear information through spoken explanations and may remember better than pamphlets
• Tactile Learner


  • Must touch, manipulate, and perform task to learn
• Evaluation


  • Systematic process by which the worth or value of something, teaching and learning is judged
  • Process that can justify what we do as nurses
  • Process within a process is a critical component of nursing process, decision-making process, and education process. Final component of these processes
• Purpose of Evaluation in Health Education

  • Helps to determine how effective the education in achieving objectives
  • To determine whether resources are used efficiently
  • Helps to improve health education practice by learning from the successes, understanding and changing any mistakes may have made
  • Evaluation should be conducted at the end of all health education activities
• Determining the Focus of Evaluation

  1. For which audience is the evolution being conducted?

  2. For what purpose is the evolution being conducted?

  3. Which questions will be asked in the evolution?

  4. What is the scope of the evaluation?

  5. Which resources are available to conduct the evaluation?
• Assessment


  Gather, summarize, interpret, and use data to decide a direction for action
• Evaluation


  Gather, summarize, interpret, and use data to determine the extent to which an action was successful