health education

• goal and objective are often used interchangeably, but they are not the same.
• Time span and specificity are two factors that differentiate goals from objectives
• Goal -is the final outcome of what is achieved at the end of the teaching-learning process.
• Goal -global and broad, a long term targets for both the learners and teachers
• goal -desired outcomes of learning that are realistically achievable in weeks or months
• Objectives -short-term in nature and should be achievable at the conclusion of one teaching session or within a matter of few days following a series of teaching session
• objectives -specific, single, concrete, one dimensional behavior
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  Educational objectives are used to identify the intended outcome of the education process, referring to an aspect of program or total program of study
• Educational Objectives are also called: Learning Objectives, Outcomes, Terminal Objectives, Performance Objectives, Competencies, Instructional Objectives, Behavioral Objectives
• Instructional objectives describe the teaching activities, specific content areas and resources used to facilitate instruction
• Instructional objectives describe the teaching activities, specific content areas and resources used to facilitate instruction
• Cognitive: Dealing with intellectual abilities; Approximately 80% of educational objectives fall into this domain
• cognitive -Most familiar to both instructors, authors and learners
• Affective: Relating to the expression of feelings, including emotions, fears, interests, attitudes, beliefs, values and appreciations
• affective -Often the most difficult objectives to develop
• Psychomotor: The easiest objectives to write as the behavior is easily observed and monitored.
• Psychomotor -often involve the use of tools or instruments such as Hands On courses
• Common mistakes 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 objective writing
• Specific -" Is there a description of a precise behavior and the situation it will performed in?", " Is it concrete, detailed, focused, defined?"
• measurable - " can the performance of the objective can be observed and measure?"
• Achievable -"With a reasonable amount of effort and application can the objective be achieved?", "are you attempting too much?"
• Relevant -"Is the objective important or worthwhile to the learner?", " Is it possible to achieve this objective"
• Time-bound -"Is there a time limit, rate number, percentage or frequency clearly stated", " when will the objective be accomplished?"
• Knowledge level, ability of the learner to memorize, recall, define, recognize or identify specific information such as facts, rules and principles, condition and terms presented during instruction
• Knowledge level -Example: The patient will be able to state with accuracy the definition of COPD.

   
• Apprehension level : is the ability of the learner to demonstrate an understanding or appreciation of what is being communicated by translating it into a different form or recognizing it in a translated form, such as grasping an idea by defining it or summarizing it in his or her own words (knowledge is a prerequisite behavior)
• Apprehension level -Example: After watching a 10-minute video on nutrition following gastric bypass surgery, the patient will be able to give at least 3 examples of food choices that is included in his diet

   
• Application level: ability of the learner to use ideas, principles, abstractions, or theories in particular and concrete situations, such as figuring, writing, reading, or handling equipment (knowledge and comprehension are prerequisite behaviors
• Application level: On completion of cardiac rehabilitation program, the client will modify 3 exercise program that can fit into his lifestyle

   
• Analysis level: ability of the learner to recognize and structure information by breaking it down into its constituent parts and specifying the relationship between parts (knowledge, comprehension, and application are prerequisite behaviors)

             
• Analysis level: Example: After reading handouts provided be the nurse educator, the family will  calculate the total grams of protein included on average per day in the diet
• Synthesis level: ability of the learner put together parts and elements into a unified whole by creating a unique product that is written, oral, pictorial, and so on (knowledge, comprehension, application, and analysis are prerequisite behaviors).
• Synthesis level: Given a sample list of foods, the patient will devise a menu to include foods from the 4 food groups in the recommended amounts for daily intake

   
• Evaluation level: ability of the learner to judge the value of something, such an essay, design, or action, by applying appropriate standards or criteria (knowledge. comprehension, application, analysis, and synthesis are prerequisite behaviors)
• Evaluation level: After teaching 3 session, the learner will assess his readiness to function independently in-home setting

               
• Receiving level: ability of the learner to show awareness of an idea or fact or a consciousness of a situation or event in the environment. This level represent willingness to selectively attend to or focus on data or to receive a stimulus
• Receiving level: During the education session, the patient admits fear of undergoing  another laparoscopic surgery
• Responding level: ability of the learner to respond to an experience. his level indicates a movement beyond denial and toward voluntary acceptance, which can lead to feelings of pleasure or enjoyment as a result of some new experience.
• Responding level: At the end of one to one instruction the child will feeling of confidence in managing his asthma using peak flow tracking chart
• Valuing level: ability of the learner to regard or accept the worth of a theory, idea, or event, demonstrating sufficient commitment or preference to be identified with some experience seen as having value. There is a definite willingness and desire to act.