HE

• Client education plan


  A tool that nurse educators use to compile activities to meet clients' learning needs
• Miller-Stockel Client Education Model


  The framework for building the client education plan
• Objective-based learning


  A process driven by specific, detailed hierarchical objectives that describe intended results or consequences of instruction
• Outcome-based learning


  A broad-based focus on the outcomes of learning
• Mission statement


  A formal, broad summary of the aims, philosophy, and values of an institution, organization, or individual
• Goals


  Broad educational outcomes and concepts that provide a framework for more specific learning outcomes
• Goal


  The final outcome of what is achieved at the end of the teaching–learning process
• Objective


  A behavior describing the performance that learners should be able to exhibit to be considered competent
• Differences between Goals and Objectives

  • GOALS: global, broad, long-term, multi-dimensional
  • OBJECTIVES: specific, singular, short-term, unidimensional
• Meaningful goal

  • Concise
  • Free from jargon
  • Specific about expected effect
  • Easily understood
  • Declarative statement
  • Does not include solution or specific service/program
  • Conveys ultimate destination
• Gap analysis or root cause analysis


  A determination of the current state of clinical practice and the desired state of clinical practice
• SMART method


  A method developed by George Doran (1981) for setting specific individual career goals
• SMART method components

  • Specific (Who, what, when, where, which, why?)
  • Measurable (How will it be measured?)
  • Achievable (Is it attainable?)
  • Relevant (Does it align with mission and goals?)
  • Time-bound (What is the target date for achievement?)
• Specific objectives


  • Precise
  • Clear to team, partners, and other groups
  • Use plain language and avoid jargon
  • Use verbs that document action
• Three Types of Learning Domains

  • Cognitive—the "thinking" domain
  • Affective—the "feeling" domain
  • Psychomotor—the "skills" domain
• Measure


  A number, percent, or standard unit used as a reference point from which change can be monitored
• Target


  The direction we want to move the measure, or the level we want to reach
• Data source


  A specific source, like a regular survey or publication, or a state or local agency, that the measure and target are tied to
• Time-bound objectives


  Objectives that attach a reasonable time frame by which and objective will happen
• Achievable objectives


  Objectives that are within reach and can be accomplished
• Relevant objectives


  Objectives that are important and meaningful to the patient
• ABCD Rule

  1. Audience (who), B-Behavior (what), C-Condition (under what circumstances), D-Degree (how much, to what extent)
• One-to-one individual instruction


  Formal or informal, includes clients alone or clients and family members as appropriate
• Lecture


  Oral presentation of a given subject delivered before an audience or class for the purpose of instruction
• Demonstration


  Performing a practical activity to teach skills, also called the show-back method which asks clients to verbalize and demonstrate what they learned from the nurse educator
• Role-play


  Clients act out their own situation or that of another person
• Patient simulation


  Frequently used teaching strategy in the health professions that allows learners to gain new knowledge and apply previously acquired knowledge using technology as a tool to complete the teaching and learning process
• Game


  Organized, active competition or contest engaged in by players who act individually or collectively as a team