EVALUATING A HEALTH EDUCATION PLAN

Learning Objectives:

At the end of lecture-discussion, the students will be able to:

1. Define relevant terms

2. Describe the various evaluation models

3. Apply the different evaluative devices

4. Identify the indicators for evaluation

Evaluation

-Systematic process that judges the worth or value of something- teaching and learning

-A process of ascertaining or judging the value of something through careful appraisal

-Involves measurement or appraisal of an activity in terms of a particular standard

-Process of measuring the extent of learning and assigning grade

-Process within other processes – a critical component of the nursing practice decision-making
process, the education process, and the nursing process

Steps in conducting an evaluation:

1. Determine the focus of the evaluation, including use of evaluation models

2. Designing the evaluation

3. Conducting the evaluation

4. Determining methods to analyze and interpret the data collected

5. Reporting results and a summary of the findings from the data collected

6. Using evaluation results

EVALUATION VERSUS ASSESSMENT

Assessment: focuses on initially gathering, summarizing, interpreting and using data to decide a
direction for action was successful

Evaluation: identifies whether and to what extent identified needs were met

Difference: TIMING and PURPOSE of each process

Five Basic Components of Evaluation:

1. Audience (persons or groups for whom the evaluation is being conducted)

2. Purpose (involves the learner, the teacher, and educational activity)

3. Questions

4. Scope(extent of what is being examined)

5. Resources (includes time, expertise, personnel, material, equipment and facilities)

-Evaluation is based on principles: (De Young, 2004)

a. Anything that exists at all exists in some amount and therefore can be measured

b. The worth or value of a teaching method and materials of instruction is not known until their
effect is measured

FUNCTIONS OF EDUCATIONAL EVALUATION

Assessing learning is a formative feedback that is done to find out what and how well patients are
learning, what a nurse is teaching without giving a grade.

Aims of Evaluation:

1. Improve educational program

2. Achieve educational goals

3. Motivate and guide the learning activities of the individual learners

4. Motivate the teacher to evaluate critically her teaching practices, the student’s learning
effectiveness and her own personal goals

5. Motivate the teacher to work together for the improvement of the curriculum and the
educational program

Specific Purposes of Evaluation:

It helps to determine:

1. The level of knowledge and understanding of the student in her classes at various times during the
semester

2. The level of the student’s clinical performance at various stages

3. Awareness of the specific difficulties of individual students, or of entire class, as a basis for further
teaching

4. Diagnose each student’s strengths and weaknesses and to suggest remedial measures which may
be needed

5. Encourage students’ learning by measuring their achievement and informing them of their success

6. It help students acquire the attitude, and skills in self-evaluation

7. It help students become increasingly self-directing in their study

8. Provide the additional motivation for examinations that offer opportunity to practice critical
thinking, the application of principles, the making of judgments among others.

9. Gather information needed for administrative purposes, such as selecting students for honors,
courses, placement of students for advanced standing, writing recommendation, meeting graduation
requirements, among others

EVALUATION MODELS

Types of Evaluation:
1. Formative (some combination process)
2. Summative (outcome)
3. Context evaluation
4. Content evaluation
5. Outcome evaluation
6. Impact evaluation
7. Total program evaluation

PROCESS (FORMATIVE) EVALUATION

-Make necessary adjustments to an educational activity as soon as they are identified, such as
changes in personnel, materials, facilities, teaching methods, leaning objectives, or even the
educator’s own attitude

-Measures or evaluates the processes and progress, along with the goal and objective, the level of
students’ learning and progress of educational program

Example: course evaluation, student achievement, satisfaction index

CONTENT EVALUATION

-Determine whether learners have acquired the knowledge or skills taught during the learning
experience

-Focus on how the teaching-learning process affected immediate, short-term outcomes

OUTCOME (SUMMATIVE) EVALAUATION

 To determine the effects of teaching efforts. It measures the changes that result from
teaching and learning. Summarizes what happened based on education intervention

-Example:
-Was teaching appropriate?
-Did the individual(s) learn?
-Were behavioral objectives met
-Dis the patient who learned a skill before discharge use the skill correctly once home

IMPACT EVALUATION

 Determine the relative effects of education on the institution or community. It obtains

information that will help decide whether continuing an educational activity is worth its
costs

TOTAL PROGRAM EVALUATION

 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

EVALUATION PROGRAM FOR TEACHERS OF NURSING COURSES

1. The educational objectives

2. Teaching and learning procedures
3. Student progress
4. Learning outcome

Criteria for selection of evaluative devices:

1. Sampling of the objectives - objectives should be tested
2. Sampling of the content (“must know”)
3. Validity - degree or extent to which it measures what it intends to measure
4. Reliability - determined through application and statistical computation
5. Practicality (development of evaluation devices capable of being administered and scored with
reasonable ease and within the limits of time and the resources impose by circumstance)
6. Usefulness

EVALUATIVE DEVICES

1. Essay examination: refers to the subjective type of evaluation in which the students are given
questions requiring critical analysis of situations based on concepts or principles learned. Highest
level of thinking: analysis, synthesizing and evaluation

2. Objective examinations: consist of large number of questions and statements. Students’ answers
are indicated by marking the correct response to a particular question in a prescribed manner.
Usually printed, photocopied or mimeographed

Objective tests are more reliable than the essay or other types because they are free from personal
opinion in scoring

EVALUATIVE DEVICES

a. Multiple choice question: determine the level of knowing, recall and beyond recall
  It has two parts:
 Stem: the question itself
 Options: possible answers
 The correct option is called ANSWER
 The incorrect options are called DISTRACTERS

b. True or False questions: designed to test the learner’s ability to identify the correctness of the
statement of facts or principles but limited to test of the lowest level of knowing, knowledge and
comprehension.

 50/50 chance of guessing the right answer

 It is much better to give the rational or rewrite the statement to become true

c. Matching questions: used to test lowest level of knowing, useful in determining the learner recall
of the memorized, relationship between two things like definitions, dates or event. All items in the
list should be homogenous (related to one topic or concept)

3. Objective Problem-Situation Test: describes a situation, into previously presented to the student
with sufficient detail to point out the problem involved

4. Rating scales: is a standardized method of recording interpretations of behavior (low to high)

5. Standardized tests: tests and scales that have met the criteria of testing
a. Intelligence test: attempts to indicate, the brightness or native
intelligence of students to as compared to normal age
b. Prognostic tests: intended to discover the possibilities of students’
success in particular area
c. Achievement tests: indicate the accomplishment of the student in a
particular subject areas of curriculum

TECHNIQUES USED IN CLASSROOM ASSESSMENT

1. One-minute paper

 Used in the last two or three minutes of the class period

 Quick way to obtain essential information about effectiveness of your class
 Ask the learners to write down on a half sheet of paper answers to the following questions

Ex:

What was the most important thing you learned today?

What important point remains unclear to you?

2. Muddiest point

 The teacher discovers which areas learner struggle with the most and finds better ways to
deal with the content in the future.
 Ask learners, “What was the muddiest point in today’s class?”
 Useful for introductory-level courses and totally new content

3. Directed Paraphrasing
  Requires learners to put into their own words something they have just learned
 Done in the class or Out-of-class assignment
 Provides valuable feedback into learner understanding and ability to translate information
 For nurse: useful because they often translate medical information to layman’s terms

4. Application cards:

 Ask learners to take few minutes and write on an index card at least one possible application
of the content after teaching a principle, theory or information and before talking about how
this information can be applied to real world.
 Very useful for nursing

EVALUATING PATIENT LEARNING

1. Ask the patient to read pamphlets or brochures and fact sheets

2. Interview patients with thorough observation, discussion and gesturing

3. Determine change of patient behavior related to health care practices

4. Do a return demonstration to determine skills learned and collect evidence of teaching

effectiveness

5. Document the teaching information and evidences of what the patient has learned

Ex: Return demonstration of insulin administration

EVALUATING STUDENT LEARNING

Effectiveness of student learning

1. Major elements and sub-elements concerning the rating

2. The relative importance of each element

3. The range scale used

4. Test blueprint (a chart that spells all the contents about the level of knowledge to be tested)

EVALUATING THE TEACHER

1. Tape or video recording
2. Peer evaluation
3. Student evaluation of teaching effectiveness
4. Teacher self-evaluation

Test blueprint: chart that spells out the content and the level of knowledge to be tested

It includes:

a. Content or objectives to be measured

b. Taxonomy of levels of learning to be assigned to the contents and objectives
 c. Number of questions or relative weight to be given to each area

TWO APPROACHES IN SCORING ESSAY QUESTIONS

1. Point method: “analytic method”; the instructor makes a list of elements that must be included
and assigns points

Ex: Discuss the 3 most important factors in the educative process (10 points)

2. Rubric method of scoring: includes qualitative (relating to the character, standard or property of
something) rating scale and is known as the holistic method of scoring (points of arguments are
clearly defined and defensible, if writing is clear and grammatically correct, and if relevant facts have
been included)

Rubric : Latin word “rubrica” or red ocher, ruber meaning red.

It is a set of printed rules or instructions; a class or category of things;

EVALUATION INDICATORS

 It is a specific, observable, and measurable accomplishment or change that shows the

progress made toward achieving a specific output or outcome in your work plan
 Indicators are necessary to help determine what data needs to be collected to assist in
assessing the progress of the program and if it is on track to achieving the goals and
objectives.

EVALUATION INDICATORS

PROCESS INDICATORS: monitor the implementation of the program as well as program inputs and
how it is implemented

1. Program indicator inputs are related to:

2. Financial resources

3. Human resources

4. Administrative resources

5. Equipment required

Program reach indicators include:

 Number of participants
 Proportion of the target population participating in the program
 The proportion of that participants attend or are involved in (dose received)
 Dropout rate
 Number of key stakeholders involved.

EVALUATION INDICATORS

IMPACT INDICATORS

 Monitor the progress of achieving the program’s objectives, which usually relate to some
type of short-term changes.
 It will usually relate to changes in knowledge, attitudes and intended behaviour

Example:

-Increase knowledge of importance of good nutrition .

-Increase competence in dealing with disease
-Reduction of cigarette smoking

EVALUATION INDICATORS

OUTCOME INDICATORS

 Are used to assess if the program goal has been achieved and are therefore more likely to
include actual behaviours, health status and quality of life (longer term changes or changes
sustained over time).
 Outcome indicators may include:
 Increased mental wellbeing
 Increased physical wellbeing
 Community engagement
 Increased education
 Increased employment.

HEALTH EDUCATION TEAM

LEARNING OBJECTIVES:
- At the end of the learning session, the students will be able to:
1. Identify the role of a nurse as health educator
2. Describe the role of the other members of the health team
3. Explain the role of the family in health education

NURSE EDUCATOR AND HER ROLES

 The primary source of knowledge of learners in nursing;

 The primary catalysts for the learning process
 A role model for learners
 An active facilitator, who demonstrates and teaches patient care to nursing students in the
classroom and clinical settings;
 A source of health care information
 Is a diligent; keeps abreast of developments in his or her field through continuing education,
reading of nursing journals and online materials and active participation in workshops and
seminars

Nurse as a health educator

 Giver of Information: presents information to the patient that will help promote healthful
practices of daily living
 Facilitator of Learning:
 Coordinator of Teaching
 Advocate for the Client : one who intercedes for or works on behalf of the client. Plans the
client’s total health care while articulating the services of different types of health
practitioners

Health educators have an obligation to two principles:

1. The people have a right to make decisions affecting their lives

2. There is moral imperative to provide people with all relevant information and resources possible
to make their choice freely and intelligently

THE ROLE OF THE HEALTH EDUCATOR

A health educator is a professionally prepared individual who serves in a variety of roles and is
specifically trained to use appropriate educational strategies and methods to facilitate the
development of policies, procedures, interventions, and system conducive to the health of
individuals, groups and communities (Joint Committee on Terminology, 2001)

The Health Educator’s role is to help promote, enhance, and maintain the health of others

 A health educator is a practitioner professionally prepared in the field of health education,

who demonstrates competence in both theory and practice and accepts responsibility in
advancing the aims of the health-education process (De Young, 2003)

SEVEN AREAS OF RESPONSIBILITY OF THE HEALTH EDUCATOR

1. Implement health education strategies, interventions and programs

2. Administer health education strategies, interventions and programs

3. Conduct evaluation and research in relation to health education

4. Serve as a health education resource person

5.Assess individual and community needs for health education

6. Plan health education strategies, interventions and programs

7. Communicate and advocate for health and health education

FUNCTIONS OF A HEALTH EDUCATOR

1. Collaborates with health specialists and civic groups in assessing community health needs and
availability of resources and services and in developing goals for meeting health needs of clients

2. Formulates operational plans and policies necessary to achieve health education objectives and
services

3. Conducts and coordinates health needs assessment and other public health services.

4. Designs and conducts evaluation and diagnostic studies to assess the quality and performance of
health education programs

5. Plans and implements health education and promotion programs such as training workshops,
conferences, and school or community projects.

6. Prepares and distributes health education materials such as reports, bulletins, online websites and
visual aids like films, videotapes, photographs and posters

7. Provides guidance to agencies and organizations in the assessment of health education needs and
in the development and delivery of health education programs

8. Disseminates health program information to the public by preparing and issuing press releases,
conducting media campaigns, and or maintaining program-related websites.

9. Promotes and maintains cooperative working relationship with agencies and organizations
interested in public health care.
10. Provides and maintains health education libraries to provide resources for staff and community
agencies

11. Formulates, prepares and coordinates grant applications and grant-related activities to obtain
funding for health education programs and related work.

12. Documents activities, records information such as number of programs completed, nursing
actions implemented, and individuals assisted.

13.Maintains databases, mailing lists, telephone networks, and other information to facilitate the
function of health education programs.

PATIENT TEACHING

 Is the process of influencing patient behavior and producing changes in knowledge, attitudes
and skills necessary in maintaining or improving health.
 Is a holistic process with the goal of changing or affirming patient’s behavior to benefit
health status.
 Refers to only one component of patient education process which is giving the patient
healthcare information
 Patient Health Educator: assists the patient in interpreting, integrating, and applying the
information given.

PURPOSE OF CLIENT TEACHING

1. Increase client’s awareness and knowledge of their health status
2. Increase client satisfaction
3. Improve quality of life
4. Ensure continuity of care
5. Decrease patient anxiety
6. Increase self-reliant behavior
7. Reduce effectively the incidence of complications of illness
8. Promote adherence to health care treatment plans
9. Maximize independence in the performance of activities of daily living
10.Energize and empower consumers to become actively involved in the planning of care

“ The role of nurses as health educators in turn enhance their job satisfaction when they
recognize that their teaching actions have the potential of forging therapeutic relationships with
patients, allowing for greater patient-nurse autonomy, raise their accountability for practice, and
create change that truly makes a difference in the lives of others”

ROLE OF THE NURSE IN CLIENT TEACHING

 Health teaching is an essential role of today’s nurses

 NURSES:
 Care for their client, prepare them for diagnostic procedures or surgery
 Teach individuals and their families at various levels of understanding, using knowledge of
growth and development and nursing theories
 Provide information as well as emotional support to clients and families so that they can
cope with the anxiety and uncertainty of client’s illness
  Work with client’s significant others to prepare them to assume responsibility for care at
home after the client is discharged from the hospital
 Education is essential to promote health
 NURSES
 Apply the principles of teaching and learning to change the behavior of the clients and their
family members
 Motivate clients and their families to take charge of and make responsible decisions about
their own health care
 Incorporate the cultural and family values and client’s health care beliefs in order for
teaching to be effective

ROLE OF THE OTHER MEMBERS OF THE HEALTH TEAM

WHO IS ON THE HEALTHCARE TEAM?

 Healthcare is a team effort. Each healthcare provider is like a member of the team with a
special role. Some team members are doctors or technicians who help diagnose disease.
Others are experts who treat disease or care for patients' physical and emotional needs.
 Doctors
 Physician Assistants
 Nurses
 Pharmacists
 Dentists
 Technologists and technicians
 Therapists and rehabilitation specialists
 Emotional, social and spiritual support providers
 Administrative and support staff
 Community health workers and patient navigators

DOCTOR / PHYSICIAN:

 Responsible for making important clinical decision making and carrying out many of those
decisions on practice
 Informs the family of the patient’s medical condition and explains treatment
recommendations, including expected benefits and side effects; explains what would
happen without the treatment; orders tests, medications and treatments

NURSE

 Carries out physician orders; monitors the patient and reports changes to physician;
provides direct care and supervises the care provided by nursing assistants; coordinates with
other members of the care team; updates family about the patient’s condition; teaches
caregivers how to provide care safely and comfortably

NURSING ASSISTANT
  Provides personal care (bathing, toileting, turning, feeding, etc.) as directed by the nurse;
takes vital signs (blood pressure, temperature and pulse) if ordered; reports changes to the
nurs.

SOCIAL WORKER

 Helps the patient and family cope with the illness; provides some counselling for emotional
distress; helps with practical arrangements (insurance issues, funeral arrangements,
transfers to other facilities)

Therapists, such as occupational and physical therapists; speech language pathologists

 Help to maintain or improve patient functioning, when possible; teach family caregivers safe
ways to lift, turn or transfer the patient

DIETICIAN

 Evaluates and recommends the best food for the patient, considering nutritional needs and
swallowing concerns

CLINICAL PHARMACIST

 Suggests ways to continue effective primary treatment and cope appropriately with the side
effects of treatment when needed

LABORATORY TECHNOLOGISTS and TECHNICIANS

 Assists with important diagnostic procedures when necessary

MENTAL HEALTH PROFESSIONALS

 CLINICAL PSYCHOLOGISTS- has important role in the diagnosis and treatment of a possible
depressive illness arising at least partially from the primary diagnosis and its treatment

ROLE OF THE FAMILY IN HEALTH EDUCATION

 The home is a primary agency of education. It is an informal but active agency. Family is also
called an original social institution which gave birth to other organizations.
 Every individual is born in a family and socialization takes place there at first. It is an
important institution for child-rearing.
 A child gets his fundamental education through interaction with others in the family. There
is an atmosphere of congenial love, affection, sympathy and understanding in the family and
this promotes mutual interaction and informal education.

Family Health Care

 Strengthen and improve the health of the family as a unit rather than as an individual
 Maternal and child health care, family planning, immunization, nutrition and others
Your Role as Family Caregiver

1. Participate in planning care and setting goals; you know what is most important to the patient.

2. Ask questions about your loved one’s condition. Ask if all providers are communicating with each
other; request family meetings when you need to clarify goals and improve coordination.

3. Inform the care team about any change in symptoms.

4. As the nurse taught you, provide direct patient care. Not everyone is willing or able to do so, but
for many, it is an important way of caring.

5. Encourage and support the family member in implementing the health education provided by the
heath care provider

TEACHING METHODS

TOPIC LEARNING OUTCOMES

 Describe the different types of teaching methods.

 Recognize the factors to be considered in selecting a teaching method for Health education
plan.
 Discuss the general principles to be considered in determining the effectiveness of
instructional materials.
 Determine the appropriate type of instructional materials for the health Education plan.
 Discuss the five basic types of evaluation.
 Discuss the guidelines for reporting evaluation results.
 Ensure a working relationship with the client and/or support system based on trust, respect
and shared decision-making using appropriate communication/interpersonal
techniques/strategies when conducting health education.
 Demonstrate caring in performing health education.
 Evaluate with the client the outcomes of health education plan to address the client’s
specific learning needs.
 Ensure clarity, completeness and accuracy of health information provided.
 Apply management and leadership principles in providing health education activities.
 Manage resources (human, physical, financial, time) efficiently and effectively.

TEACHING METHOD:

 The way information is taught that brings the learner into contact with what is to be
learned.

INSTRUCTIONAL MATERIALS:

 The objects or vehicles used to transmit information that supplement the act of teaching.

FACTORS TO BE CONSIDERED IN SELECTING TEACHING METHODS

1.Audience characteristics (size, diversity, learning style preferences)
2. Educator’s expertise as a teacher
3. Objectives of learning
4. Potential for achieving learning outcomes
5. Cost-effectiveness
6. Setting for teaching
7. Evolving technology

Lecture

 Is an oral presentation intended to present information or teach people about a

particular subject
 Highly structured method by which the educator verbally transmits information directly to a
group of learners for the purpose of instructions
 Useful in:
-describing patterns
-highlighting main ideas
-presenting unique ways of viewing information
-providing foundational background information as a basis for follow-up group discussions

Approaches to the effective transfer of knowledge during a lecture:

-Use opening and summary statements
-Present key terms
-Offer examples
-Use analogies
-Use visual backups

Parts of a Lecture
1. Introduction
2. Body
3. Conclusion

Variables of Speech Need to be considered: Speaking skills

1. Volume
2. Rate
3. Pitch/tone
4. Pronunciation
5. Enunciation
6. Proper grammar
7. Avoiding annoying habits (e.g. the use of “Uhms”)

Variables of Speech Need to be considered:

Body language:
1. Demonstrate enthusiasm
2. Make frequent eye contact with audience
3. Use posture and movement
-Covey self-confidence
-Demonstrate professionalism
4. Use gestures
-Avoid repetitive movement
-Rely on head an hands to emphasize points and to keep the audience’s attention

 Use audiovisual materials (e.g. video, powerpoint slides)

  General guidelines in developing powerpoint slides:
a. Do not put all content on slides, but include only the key concepts to supplement the
presentation
b. Use the largest font possible
c. Do not exceed 25 words per slide
d. Choose colors that provide a high level of contrast between background and text
 General guidelines in developing powerpoint slides:
e. Use graphics to summarize important points (e.g. figures and tables)
f. Do not overdo the use of animation, which can be distracting to the audience

Advantages Disadvantages
Economical- An efficient, cost-effective Passive learners
Allows uniformity of knowledge to be Little emphasis on problem solving, decision
learned for all students in a class making, analytical thinking or transfer learning
Helps students develop their listening Few teachers are good lecturers who can deliver
abilities topics according to student’s level of
understanding
Lecturers can serve as a role model for Limited in meeting student’s learning needs
students
It is not helpful for limited attention span
learners
“Surface learning” ( students memorize and
fail to comprehend)

DISCUSSION
 Formal discussion:
- Topic is announced in advance
- The class is ask to prepare to be a part of the discussion

 Informal discussion:
- Takes place spontaneously at any point during the class

Purposes:
a. Give learners an opportunity to apply principles, concepts and theories
b. Transfer the learning process to new and different situations
c. Clarifies information and concepts
Advantages:
a. Students can learn the process of group problem solving
b. Helps to develop and evaluate the learners beliefs and positions
c. Attitudes can be changed through discussion
Disadvantages:
a. Takes a lot of time
b. Effective only in small groups
c. One person or few monopolize the discussion
d. Not very effective if participants are not prepared

GROUP DISCUSSION
 Method of teaching wherein learners get together to actively exchange information,
feelings, and opinions with one another and with the educator
 Learner-centered and subject-centered
 Advantages:
 - Lead to deeper understanding and longer retention of information, increased social
support, greater transfer of learning from one situation to another, more positive
interpersonal relationships, more favorable attitudes toward learning, and more
active learner participation.
 Consider group size

TEAM-BASED LEARNING
 An innovative and newly popular teaching method in nursing education which is meant to
enrich the students’ learning experience through active learning strategies
 Offers educators a structured, student-centered learning environment
 Includes: preclass preparation, individual and group readiness assurance Tests, application
experiences

Key principles of Team-based learning:

1. Forming heterogenous teams (5 – 10 students who work together as a team
throughout the semester)
2. Stressing student accountability
3. Providing meaningful team assignments focusing on solving real-world problems
4. Providing feedback to students
Team learning grades are assigned based on group performance, quiz grades, and peer evaluation

Cooperative Learning
 Used in is highly structured group work focusing on problem solving that leads to deep
learning and critical thinking
 Involves structuring small groups of learners who work together toward achieving shared
learning goals

Key Components of Cooperative Learning: (Millis, 2010)

1. Extensive structuring of the learning tasks by the teacher
2. Strongly interactive student-student execution of tasks
3. Immediate debriefing or other assessments to provide the teacher and students with prompt
feedback about the success of the intended learning
4. Instructional modification by the teacher based on feedback

CASE STUDY
 Offers learners an opportunity to become thoroughly acquainted with a patient situation
before discussing patient and family needs and identifying health-related problems
 Lead to the development of analytical and problem-solving skills, exploration of complex
issues, and application of new knowledge and skills in the clinical arena
 Increase learner motivation and engagement and help to develop reading, writing, and
listening skills as learner work on teams to make decisions based on their problem-solving
skills
 There can be panel presentation followed by group session

SEMINAR
 Designed in order for the learner to read assignment and consider questions before
discussion
 Active participation through sharing of ideas and thoughts

DEMONSTRATION AND RETURN DEMONSTRATION

-The educator should:
  Inform the purpose of the procedure, the sequential steps involved, the equipment needed
and the actions expected of them
- Demonstration by the educator is done to show the learner how to perform a
Certain skill.
 It can be passive activity for learners, whose role is to observe the educator presenting an
exact performance of a required skill
 Can be enhance by slowing down the pace of performance, exaggerates some of the steps,
or breaks lengthy procedures into a series of shorter steps.
 Scaffolding: is an incremental approach to sequencing discrete steps of a procedure

DEMONSTRATION AND RETURN DEMONSTRATION

 Return demonstration by the learner is carried out as an attempt to establish competence
by performing a task with cues from the educator as needed
 Should be planned to occur as close as possible to when the demonstration was Given
 Learners may need reaasurance to reduce anxiety prior to start of performance
 Allow the learner to manipulate the equipment before using it

Demonstration and Return Demonstration

Advantages Limitations
Especially effective for learning in the Plenty of time to be set aside for teaching and
psychomotor domain engages learning
The learners actively engage through Small size of audience in order to ensure
simulation (visual, auditory and tactile) opportunity for practice and close supervision
Confidence, competence and skill retention Purchasing and replacing equipment can be
results from repetition of movement and expensive
constant reinforcement
Overlearning to achieve the goal is an Need for extra space and equipment in
opportunity practicing
1:1 teacher to learner competency evaluation

SIMULATION

 Is a trial-and-error of teaching method which an artificial experience is created that engages

the learner in an activity that reflects real-life conditions but without taking the risks
consequences of an actual situation
 Is a technique, not a technology, to replace or amplify experiences with guided experiences
that replicate substantial aspects of the real world in a fully interactive manner
Types of Simulation
 Written simulations:
 Use of case studies about real or fictitious scenarios
 Clinical simulations:
 Can be set up to replicate complex care situations, (e.g. mock cardiac arrest)
 Allows a novice to practice skills in a nonthreatening situation with immediate
feedback
 Model simulations:
 An effective and economical method to teach certain noninvasive skills is to
ask a peer, educator or trained individual to act as patient.
 Standardized patient: people trained to act as patients
 Use of High-fidelity whole-body patient simulators
  Computer simulations:
 Used in learning laboratories to mimic situations wherein information and feedback
are given to learners in helping them develop decision-making skills

ROLE PLAY
 A method which learners participate actively in unrehearsed dramatization
 It arouse feelings and elicit emotional responses in the learners
 Used primarily to achieve behavioral objectives in the affective domain
 Places learners in real-life situation to help them develop understanding of
other people and why they behave the way they do

Advantages and Limitations of Role Play

Advantages Limitations
Explore feelings and attitudes Limited to small groups
Bridging the gap between understanding and Tendency by some participants to overly
feeling is possible exaggerate their assigned roles
Role distance between and A role part loses its realism and credibility if
among patients and professionals played too dramatically
Discomfort felt by some participants in their
roles or inability to develop them sufficiently

ROLE MODEL
 Use of self as a role model called identification and emanates from learning and
developmental theories (Social Learning theory & Psychosocial stages of Development)
 Advantages: influences attitudes to achieve behavior change primarily in the affective
domain; Potentially may instill socially desired behaviors
 Limitations: requires rapport; Potential for negative role models to instill Unacceptable
behaviors

GAMING
 A method of instruction requiring the learner to participate in a competitive activity with
preset rules
 Goal: learners will win a game through application of knowledge and Rehearsing skills
previously learned
 “Gamer generation” or “Net generation”: those who have grown up with computer games
and other technology affecting their preferred learning styles, social interaction patterns,
and technology generally used
 Improves cognitive and enhances also skills

SELF-INSTRUCTION
 A teaching method used by educator to provide or design instructional activities that guide
learner in independently achieving the objectives of learning
 Self-instructions modules may include:
 Workbooks, study guides, workstations, videotapes, internet modules and
computer programs

Elements of Self-Instruction Module

a. An introduction with statement of purpose and directions for how to use the module
b. A list of prerequisite skills
c. A list of behavioral objectives
 d. A pretest
e. Resources and learning activities
f. Learning activities
g. An estimated total length of time to complete the module
h. Different presentations for the material based on the objectives and the resources available
i. Self-assessments
j. A posttest

Advantages and Limitations of Self-Instruction

Advantages Limitations
Allows for self-pacing Limited with learners who have low literacy
Active learning Not appropriate for learners with visual and
hearing impairments
Provides opportunity to review Requires high level of motivation
and reflect on information
Offers built-in frequent feedback, indicates Not good for learners who tend indicates
mastery of material mastery of material to procrastinate
Indicates mastery of material achieved in a May induce boredom
particular time frame

ONE-TO-ONE INSTRUCTION
 Involves face-to-face delivery of information, designed to meet the needs of an individual
learner.
 Formal: is a planned activity
 Informal: an unplanned interaction

 One-to-One Instruction
 Begins with an assessment of the learner and mutual setting (contract) of objectives to be
accomplished
 It should involve the learner
 Each session should be 15 – 20 minutes length
 Includes an instructions that are specific and timely
 Involves moving learners from repeating the information that was shared to applying what
they have just learned
 Can use questioning technique to encourage participation
 Problems with questioning:
1. Questions can be so unclear
2. It can contain too many facts to process effectively

Stages of change:
1. Precontemplation stage: provide information in a nonthreatening manner so that the learner
becomes aware of the negative aspects or consequences of his or her behavior
2. Contemplation stage: support decision making for change by identifying benefits, considering
barriers to the change, and making suggestions for dealing with the obstacles
3. Preparation stage: support a move to action by contracting with the learner in establishing small,
realistic and measurable goals; providing information on effective ways to achieve desired change,
and giving positive reinforcement
4. Action stage: encourage constant practice of the new behavior to instill commitment to change
by pointing out the benefits of each step achieved, providing rewards and incentives, and assisting
the learner to monitor his or her behavior through the implementation of such strategies as keeping
a food diary
5. Maintenance stage: continue encouragement and support to consolidate
The new behavior and prevent relapses

Evaluation of Teaching Methods

1. Does the teaching method help the learners to achieve the stated objectives?
2. Is the learning activity accessible and acceptable to the learners who have
Been targeted?
3. Is the teaching method efficient given time, energy and resources available in relation to the
number of learners and educator is trying to reach?
4. To what extent does the teaching method allow for active participation to accommodate the
needs, abilities, and style of the learner?
5. Is the teaching method cost effective?

Techniques to Enhance the Effectiveness of Verbal Presentations

1. Present information enthusiastically
2. Include humor
3. Exhibit risk-taking behavior
4. Deliver material dramatically
5. Choose problem-solving activities
6. Serve as a role model
7. Use anecdotes and examples
8. Use technology

General Principles for Teaching Across Methodologies

1. Give positive reinforcement
2. Project an attitude of acceptance and sensitivity
3. Be organized and give direction
4. Elicit and give feedback
5. Use questions
6. Use teach-back or tell-back strategy
7. Know the audience
8. Use repetition and pacing (refers to the speed at which information is presented)
9. Summarize important points

Types of Instructional Materials

1. Written materials : handouts, leaflets, books, pamphlets, brochures and instructional sheets
2. Commercially prepared materials: variety of brochures, posters, pamphlets and client-focused
instructional sheets
3. Self-composed materials: nurse’s own written instructional materials
4. Demonstration materials: visual, hands-om media; models and real
Equipment
  Models: are three-dimensional objects that allow the learner to immediately apply
knowledge and psychomotor skills by observing, examining, manipulating, handling,
assembling, and disassembling them while the teacher provides feedback
 Replica: exact copy constructed to scale that resembles the feature and substance of the
original object
 Analogue: same properties and performs like the real object; associated with
the words act like
 Symbol: associated with the words stands for; used in teaching situations

 Displays: whiteboards, storyboards, flip charts and bulletin boards (SMART board)
 Posters: hybrids of print and visual media, posters, use written word along with graphic
illustrations
 Audiovisual material: use of technology
a. Multimedia learning:
b. Blended learning:

 Projected Learning Resources: includes overhead projectors, PPT slides, SMART board
systems and other computer outputs that are projected onto a screen
 Video Learning Resources
 Telecommunications Learning Resources
 Computer Learning Resources

EVALUATION
 Systematic process that judges the worth or value of something- teaching and learning

DOCUMENTATION OF CLIENT TEACHING

 Documentation not only communicates what is taught to the client but also communicates
the client’s level of understanding and further reinforcement of information may be
necessary

CHARACTERISTICS OF DOCUMENTATION IN CLIENT TEACHING

1. Covers all aspects of patient care
2. Critical for communication among team members
3. Provides a legal record
4. Supports quality assurance efforts
5. Promotes continuity of care
6. Facilitates reinforcement

GOOD DOCUMENTATION REFLECTS

1. Initial assessment and reassessment of pertinent data
2. Nursing diagnoses and client learning needs
3. Interventions provided
4. Client’s response and outcomes of care
5. Discharge plan of care
6. Ability of the client and family to manage needs after discharge

COMPONENTS OF DOCUMENTATION SYSTEM

1. Admission assessment
The nurse educator:
  Makes a complete patient profile and history
 Assesses the client’s functional ability to aid in the formulation of nursing diagnoses
 Identifies ways of individualizing teaching, such as the client’s readiness, language, and
physical capability
 Designs assessment form to high-risk patient, in order to pinpoint potential problems that
identify specific learning needs

2. Problem list
 The patient’s chart has a list of actual and potential health problems identified individually
or collaboratively. It also includes medical and nursing diagnoses
 The nurse has to enter the data next to each problem as it is identified and when the
problem is resolved. Standardized care plans may be generated based on nursing diagnoses

3. Care Plan or Critical Pathway

 An individualized care plan for each patient assessment of medical and nursing diagnoses,
patient goals, interventions and desired outcomes

4. Flow Sheets (Optional)

 It contain observations and lists of patient’s name and data in a clear, concise, check-off
format to encourage fast and immediate documentation. Findings, or patient responses
outside of normal limits must be recorded in the nurse’s notes
 The method of charting assumes that all abnormal findings or variances are charted
(charting by exception)
 In recording patient teaching, with the use of flow sheets, data a=entered should be
documentation of patient’s understanding of what was taught rather than the subject
matter being taught

5. Progress Notes
 Narrative notes show the patient’s progress perceived by all HC professionals involved in
the patient care.
 Evaluation of the patient’s responses to nursing interventions should be evident
 Patient teaching can be effectively documented in the progress notes section of the
medical record
 Documentation includes a clear statement of needs or problems, significant data and the
plan of care. Documenting the outcomes of care is important
 Narrative notes encourage charting in patient’s own words to illustrate outcomes of patient
education and evidence of individualized care

6. Discharge Summary
 Summaries or reports written at the time of discharge or transfer of the client to another HC
facility serve as needed source of information for other HCPs about the patient’s needs for
reinforcement of health teaching and continued learning.