IMPLEMENTATION OF EDUCATION Competency D Monitor educational

PLAN programmes, adjusting objectives and

activities
IMPLEMENTATION

-The next step in the process is to plan

and implement an individualized INTERPERSONAL SKILLS
teaching plan. - Effective teaching is based on the
-In usual practice of health education, nurse's ability to establish rapport with
analysis of program implementation the patient. The nurse who is empathic
consists of measuring the attainment to the patient shows sensitivity to the
process, objectives, or determining the patient's needs and preferences. An
to accomplish program goals. atmosphere in which the patient feels
achievement of means designed free to ask questions promotes learning.

KEY POINTS TO REMEMBER WHEN Activities that help establish an

IMPLEMENTING HEALTH EDUCATION environment conducive to learning
include:
- Understand the Importance of Health
Education • Showing genuine interest in the
patient. Including the patient in every
- Identify Health needs step of the teaching-learning process
- Set GOALS • Using a nonjudgmental approach
- Develop content • Communicating at the patient's level
- Implement the plan of understanding

- Evaluate the Plan STEPS IN IMPLEMENTATION

- Revise the Plan Your teaching plan should include:

- Remember, a successful Health STEPS IN IMPLEMENTATION

Education Plan requires ongoing effort Your teaching plan should include:
and flexibility. It should be regularly
reviewed and updated to ensure it 1. WHAT WILL BE TAUGHT
continues to meet the needs of the Deciding what will be taught is a
target population. decision you and the patient need to
Implementing health education make together. Start with the "need to
programmes know" “what is to know” information
and let the patient select where he or
Competency A Exhibit competence in she wants to start.
carrying out planned educational
programmes. • adolescent health •birth defects
•alcohol •asthma •cancer •diabetes
Competency B Infer enabling objectives •violence • obesity • nutrition •
as needed to implement instructional worksite • oral health • mental health •
programmes in specified settings. motor vehicle •tobacco •vaccines
Competency C Select methods and •physical activity• social environment
media best suited to implement •HIV/AIDS. STIs and pregnancy
programme plans for specific learners. 2. WHEN TEACHING WILL OCCUR
Plan when you will teach, taking the with the overall purpose of monitoring
length of hospital stay or number of and then go on to details. If your patient
home health visits available into is a linear learner, start with the first
account.Let the patient tell you what procedure that patient needs to know to
works for him or her and offer as many operate the machine and end with the
options as are realistic. Does the patient bigger picture.
prefer mornings or have more energy in
EXAMPLES OF METHODS AND
the evening? Does he or she like short
MATERIALS
sessions or longer, more in-depth
sessions? As you implement your plan, - Teaching methods - One-on-one
assess how quickly the patient can sessions
learn information.
- Role-playing - Games
3. WHERE TEACHING WILL TAKE
- Programmed instructions
PLACE
- Small group discussions and support
Plan where you will teach, including
groups
considering both comfort and privacy. If
the patient may become upset or you - Demonstration and return
must ask intimate questions, find an demonstration
empty room, wait until the patient's
EXAMPLES OF METHODS AND
roommate has left for a while, or use an
MATERIALS
empty treatment room or office.
Whatever setting you use, make sure Teaching Materials
you try to limit distractions and
•Pamphlets and brochures
interruptions.
•Posters and flip charts
4. WHO WILL TEACH AND LEARN
• Videos and closed circuit television
Will you be the primary teacher or will
other health care professionals be •Computer - assisted instruction -
involved? Former patients who have Internet, CDs
been through a similar experience can
• Audiocassettes
be helpful. You may be teaching people
other than the patient, such as a • Transparencies - refers to a teaching
spouse, another caregiver, or a friend or style that clarifies to students the
neighbor. instructor's choices for lesson plans and
specifies how those choices relate to
5. HOW TEACHING WILL OCCUR
course goals ("ask me anything",
Use data from your assessment about always have a "why)
the patient's preferred learning style to
•Models
select the method. Remember that
global learners like to understand the •Physical •Mental •Social •Meaning
big picture first and work down to the •Purpose •Vital enerfy •Connectedness
details. Linear learners want the details • “Community” Feeling control •Over
first and then expect a bigger picture to life living •Well-being •Enjoying •Good
emerge. As an example, when teaching social •Relations •Ability to do •Things
a global learner how to do home blood done •Enjoys
glucose monitoring, you might start
ETHICO-MORAL AND LEGAL 3. Confidentiality - the identity of
FOUNDATIONS OF CLIENT the participants must remain
EDUCATION anonymous and the information they
supply must be respected.
APPLICATION OF ETHICAL
PRINCIPLES OF PATIENT EDUCATION 4. Nonmaleficence - this principle
holds that there is an obligation not to
1. Autonomy - the right of
inflict harm on others. "Do no harm"
competent adults to make informed
decisions about their own medical Negligence - conduct which falls below
care. Greek words: auto ("self") and the standard established by law for the
nomos ("law") protection of others against
The Joint Commission point out that unreasonable risk of harm.
it is the nurse's responsibility to Malpractice - refers to a limited class
ensure informed decision making by
of negligent activities committed within
patients.
the scope of performance by those
Example: Witnessing the signing of pursuing a particular profession
an informed consent form after involving highly skilled and technical
verifying that the patient services.
understands the procedure for which
that are giving permission. 5. Beneficence - persons are treated
in an ethical manner not only by
2. Veracity - the principle of telling respecting their decisions and
the truth and is related to the protecting them from harm, but also by
principles of autonomy.
making efforts to secure their well-
Justice Benjamin Cardozo being.
identified an individual's
"Doing good" for the benefit of others.
fundamental right to make decisions
about their own body. This ruling Example: A nurse holding a dying
provide s a basis in law for patient patient's hand.
education or instruction regarding
invasive medical procedures. 6. Justice a principle that when
weighing up if something is ethical or
Dilemma: Nurses are often
not, we have to think about whether it
confronted with other ssues of truth
is compatible with the law, the patient's
telling in the interest of full
rights, and if it is fair and balanced.
disclosure of Information with their
patients. Speaks to fairness and equitable
distribution of goods and services.
Example: A nurse might want to Example: Rules that prevent smoking in
suggest alternative treatments with residents' rooms are enforced without
a patient yet learns that the exception as dictated by the principle of
physician did not disclose all Justice, thereby restricting individual
possible treatment options when
autonomy. Therefore, Justice demands
prescribing a medical regimen for
that one's right to exercise Autonomy is
the care of this patient. Thus, in
some instances, nurses may find Nimited when it affects the safety and
themselves in an ethical bind, well-being of another person.
because nursing actions must be 9E ENHANCE LESSON PLAN
consistent with medical therapies
prescribed by physicians. 9-Enhance Retention & Transfer 1.Elicit
8-Assess Performance 2. Engage and broad in nature and are long-term
7-Provide Feedback 3. Explore targets for both the learner and the
6-Elicit Performance 4.Explain
teacher.

5-Provide Learner Guidance Objective is a specific, single,

5.Elaborate concrete, one-dimensional behavior.
4-Present the Stimulus 6.Echo Objectives are short term and should
3-Stimulate Recall of Prior Learning
be achieved at the end of one teaching
7.Evaluation session, or shortly after several
2-Inform Learner of Objectives 8.Emend
teaching sessions

1-Gain Attention 9.E-

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DEVELOPING TEACHING PLAN

Types of objectives

Educational objectives -are used to

identify the intended outcomes of the
education process, whether referring to
an aspect of a program or a total
program of study, that guide the design
of curriculum units

- used to identify outcomes of

educational process

Instructional objectives- describe the

teaching activities, specific content
areas, and resources used to facilitate
effective instruction
Learning Domains
- described the teaching activities,
specific content areas and resources Cognitive: Dealing with intellectual
used facilitate effective instruction abilities; Approximately 80% of
educational objectives fall into this
Behavioral or learning objective-
domain; Most familiar to both
make use of the modifier behavioral or
instructors, authors and learners
learning is action oriented rather than
content oriented, learner centered Affective: Relating to the expression of
rather than teacher centered feelings, including emotions, fears,
interests, attitudes, beliefs, values and
- described precisely what the learner
appreciations: Often the most difficult
will be able to do following a learning
objectives to develop
solution
Psychomotor: The easiest objectives
Characteristics of Goals and
to write as the behavior is easily
Objectives
observed and monitored. Psychomotor
A goal is the final outcome to be skills often involve the use of tools or
achieved at the end of the teaching and instruments; "Hands On" courses will
learning process Goals, referred to as contain psychomotor objectives
desired learning outcomes, are global
1. Cognitive Objective: 1. Identify the learning domain

Objective: Students will be able to 2. Clarify the goal

explain the relationship between diet
3. Break down the goal
and heart health.
4. Choose the appropriate level
Description: This objective focuses on
understanding the connection between 5. Use action verbs
dietary choices and cardiovascular
6. Ensure measureability
health. Students would need to
comprehend concepts such as the 7. Provide context and relevance
impact of various nutrients on
8. Review and revise
cholesterol levels, blood pressure, and
overall heart function. 9. Communicate and monitor progress

2. Affective Objective: Writing Behavioral Objectives

Objective: Students will demonstrate Three important characteristics:

empathy towards individuals living with
1. Performance-describes what the
chronic illnesses.
learner is expected to be able to do
Description: This objective aims to
2. Condition-describes the situation
cultivate empathy and understanding
under which behavior will be observed
towards those facing health challenges.
Students would engage in activities 3. Criterion-describes how well or with
such as role-playing scenarios, what accuracy the learner must be able
discussions, or reflective writing to to perform
develop their ability to empathize with
S- specific
the experiences and struggles of
individuals living with chronic diseases. M-measurable

3. Psychomotor Objective: A- achievable

Objective: Students will perform proper R- realistic

handwashing technique to prevent the
T- timely
spread of infectious diseases.
The three major reasons for
Description. This objective involves
constructing teaching plans are:
acquiring and demonstrating a physical
skill related to health promotion. - To force the teacher to examine the
Students would learn and practice the relationship among the steps of the
correct steps for handwashing, teaching process, to ensure a logical
including wetting hands, applying soap, approach to teaching, which can serve
scrubbing thoroughly, rinsing, and as a map for organizing and keeping
drying properly. The objective instruction on target.
emphasizes the importance of proper
- To communicate in writing and in an
hand hygiene in reducing the
outline format exactly what is being
transmission of infectious pathogens.
taught, how it is being taught and
Formulating Useful Goals & evaluated, and the time allotted for
Objectives accomplishment of the behavioral
objectives.
- To legally document that an individual
plan for each learner is in place and is
being properly implemented

Lecture comes from the French word

'lectura" means to read. Latin word
"Legere" means to read

It is defined as a highly structured

method by which the teacher verbally
transmits information directly to groups
of learners for the purpose of
instruction. It is one of the oldest and
most often used methods.

It is also useful in providing

foundational background information as
a basis for subsequent group
discussions and is a means to
summarize data and current research
finding

Group discussion, by definition, is a

method of teaching whereby learners
get together to exchange information,
feelings, and opinions with one another
and with the educator

Roleplay -Referred as Role Playing is a

method of instruction by which learner
actively participate in an unrehearsed
dramatization

Demonstration is done by the

educator to show the learner how to
perform a particular skill.

Return demonstration is carried out

by the learner in an attempt to establish
competence by performing a task with
cues from the educator as needed.

Gaming can be an effective active

teaching strategy for nursing students.
Research has shown that nursing
students can develop deeper learning of
the conten