NCM 102 HEALTH EDUCATON

• Health Education Process


  1. Developing a Health Education Plan

  2. Elements

  3. Objectives

  4. Strategies and Methodologist

  5. Resources

  6. Evaluation
• Elements


  • Decide what the learner is expected to accomplish
  • Identifying gaps in the learner's KAS
  • Formulating behavioral objectives - "road map"
  • Subsequent PIE of teaching and learning
• Bloom's Taxonomy


  Provides a framework for successful teaching

  
• 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 Objectives

  • Learning objectives that used modifier behavioral or learning
  • 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
  • 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
• Objective

  • Contrast to a goal, is a specific, single, concrete, one-dimensional behavior
  • Short term and should be achieved at the end of one teaching session
  • Behavioral objective is 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
• Subobjective


  • 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
• Objectives 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
• Behavioral 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
• Writing of 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
• Construction of Well-written 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
  • Creates guideposts for teacher evaluation and documentation of success or failure
  • Focuses attention on what the learner will come away with
  • Orients teacher and learner to the end results of the educational process
  • Makes it easier for the learner to visualize performing the required skills
• Format for writing concise and useful behavioral objectives

  1. Performance - describes what the learner is expected to do

  2. Condition- describes situations under which behavior will be observed or expected to occur

  3. Criterion - describes how well, with what accuracy, or within what time frame the learner must be able to perform
• 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
• 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
• Developing Teaching Plan

  1. Purpose

  2. Statement of the overall goal

  3. List of objectives

  4. An outline of the content to be covered in the teaching session

  5. Instructional method/s used for teaching the related content

  6. Time allotted for the teaching of each objective

  7. Instructional resources needed

  8. Method/s used to evaluate learning
• 3 major reasons (in creating TP)
• QUIZ 1
• Assignment: Teaching Plan using the format provided