H.E WEEK 8

• Implementation


  In usual practice of health education, analysis of program implementation consists of measuring the attainment process, objectives, or determining the achievement of means designed to accomplish program goals
• Implementation of the teaching plan

  • May not go as envisioned
  • The nurse must constantly assess the patient's response during this phase
  • The nurse needs to speak in terms the patient understands, be specific on what is to be covered and keep the message short and concise
• Interpersonal skills


  • Effective teaching is based on the nurse's ability to establish rapport with the patient
  • The nurse who is empathic to the patient shows sensitivity to the patient's needs and preferences
  • An atmosphere in which the patient feels free to ask questions promotes learning
• Steps in implementation

  1. Teaching plan should include: what will be taught, when teaching will occur, where teaching takes place, who will teach and learn, how will teaching occur

  2. Plan when you will teach, taking the length of hospital stay

  3. Plan where you will teach, and include comfort and privacy

  4. Plan how you will teach, use data from the assessment about patient preferred learning style to select the method
• Implementation of health education plan

  • Implementation may not go as envisioned, we must always consider that (we should have a back up plan)
  • Implementation is the working phase of your health education
  • This is the part where we will perform what we have planned during the planning phase when we do the health education plan
  • How are we going to implement health teaching based on our assessment of learning
  • In the usual practice of health education, analysis of program implementation consists of measuring the attainment process, objectives, or determining the achievements of means designed to accomplish program goals
• Interpersonal skills

  • Effective teaching is based on the nurse's ability to establish rapport with the patient
  • You'll be able to communicate properly and effectively with your client
  • The nurse who is empathetic to the patient shows sensitivity to the patient's needs and preferences
  • An atmosphere in which the patient feels free to ask question and promotes learning
• Activities that help establish an environment conducive to learning

  • Showing genuine interest in the patient
  • Including the patient in every step of teaching-learning process
  • Using a non-judgmental approach
  • Communicating at the patient's level of understanding
• Factors hindering effective implementation

  • Lack of financial resources
  • Lack of human resources
  • Attendance Problem
  • Lack of active participation
  • Lack of proper training
• Evaluation


  • Evaluation can provide evidence that what nurses do as educators makes a value-added difference in the care they provide
  • The process that can justify what we do as nurses and as nurse educators makes a value-added difference in the care we provide
  • Evaluation is defined as a systematic process by which the worth or value of something, teaching and learning—is judged
• Evaluation plan


  • A written document that describes how you will monitor and evaluate your program, as well as how you intend to use evaluation results for program improvement and decision making
  • The evaluation plan clarifies how you will describe the "what", "how", "why it matters"
• Evaluation focus includes 5 basic components

  • Audience
  • Purpose
  • Questions
  • Scope
  • Resources
• Determining the focus of evaluation

  1. For which audience is the evaluation being conducted?

  2. For what purpose is the evaluation considered?

  3. Which questions will be asked in the evaluation?

  4. What is the scope of the evaluation?

  5. Which resources are available to conduct evaluation?
• Evaluation models


  • Evaluation can be classified into different types or categories based on one or more of the 5 components just described
  • The most common type of evaluation identified include some combination of process or also known as formative evaluation and outcome, also known as summative evaluation
  • Other types of evaluation include context, content, outcome, impact and total program evaluation
  • Evaluation model defining these types and their relationship with one another has been developed because not all models define types of evaluation in the same manner, the nurse educator, should choose the model that is most appropriate for the given purpose and most realistic given the available resources
• Process (formative) evaluation


  • Is integral to the education process itself. It "forms" an educational activity because evaluation is an ongoing component of assessment, planning, and implementation
  • The purpose of process or formative evaluation is to make necessary adjustments in an educational activity as soon as they are needed, whether those adjustments be in personnel, materials, facilities, objectives, or even one's own attitude
• Content evaluation


  • Is used to determine whether learners have acquired the knowledge or skills taught during the learning experience
  • Content evaluation is described as taking place immediately after the learning experience to answer the guiding question "To what degree did the learners learn what was imparted?" and "To what degree did learners achieve specified?"
• Outcome evaluation (Summative)


  • Also referred to as summative evaluation because its intent is to "sum" what happened as a result of the educational activity
  • Outcome evaluation is used to determine the extent to which the educational activity achieved its intended outcomes
• Process evaluation


  Helps the nurse anticipate and prevent problems before they occur or identify problems as they arise
• Content Evaluation


  Used to determine whether learners have acquired the knowledge or skills taught during the learning experience
• Content Evaluation takes place immediately after the learning experience to answer the guiding questions "To what degree did the learners learn what was imparted?" and "To what degree did learners achieve specified?"
• Examples of content evaluation


  • Asking a patient to give a return demonstration
  • Asking participants to complete a cognitive test at the completion of a one-day seminar
• Outcome Evaluation (Summative Evaluation)


  Its intent is to "sum" what happened as a result of education
• The purpose of outcome (summative) evaluation is to determine the effects of teaching efforts
• Outcome evaluation measures the changes that result from teaching and learning
• Outcome evaluation summarizes what happened based on the education intervention
• Guiding questions in outcome evaluation

  • Was teaching appropriate?
  • Did the individual(s) learn?
  • Were behavioral objectives met?
  • Did the patient who learned a skill before discharge use that skill correctly once home?
• Outcome evaluation occurs after teaching has been concluded or after an educational program has been carried out
• Impact Evaluation


  Determines the relative effects of education on the institution or the community
• The purpose of impact evaluation is to obtain information that will help decide whether continuing an education activity is worth its process
• Guiding questions for impact evaluation

  • What is the effect of the education program on subsequent nursing staff turnover?
  • What is the effect of the cardiac discharge teaching program on long-term frequency of rehospitalization among patients who have completed the program?
• Total Program Evaluation


  Designed and conducted to assist an audience to judge and improve the worth of some object
• The purpose of total program evaluation is to determine the extent to which all activities for an entire department or program over a specified time meet or exceed the goals originally established
• Goals for the department or program are based on goals of the larger organization
• Guiding questions for total program evaluation

  • To what extent did programs undertaken by members of the nursing staff development department during the year accomplish annual goals established by the department?
  • How well did patient education activities implemented throughout the year meet annual goals established for the institution's patient education program?
• The scope of program evaluation is broad generally focusing on the overall goals rather than on specific learning objectives
• Even its scope, the total program evaluation is also complex usually focusing on the learner, the teacher, and the educational activity rather than on just one of these 3 components
• Evaluation of Program Implementation

  Provides feedback information for program management and provides measures of accountability for resources appropriated
• Approaches to analyzing program implementation

  • Assessment programmatic efforts
  • Examination of programmatic operations
  • Investigation of the extent to which specific activities compromising the program actually are implemented
  • Evaluation of the extent to which such activities contribute to the impact of evaluation
• Evaluation of Learning


  Continuous and crucial step in the teaching process
• The evaluation includes determining if the teaching session was successful and the patient learned the intended information
• Evaluation also provides the needed evidence that the patient received and understood the educational materials