NCMA 112: HEALTH EDUCATION 2ND

DEVELOPING A TEACHING
PLAN
SEMESTER
MARCH
AY 2021-2022
07
MIDTERMS LECTURER: MA’AM LAICHERRY Y. ROMAN , RN, RM, LPT. 1ST YEAR NURSING

WEEK 7: DEVELOPING A TEACHING PLAN ● The team members are required to be prepared for the
class and contribute to the team
TOPIC
SUBTOPIC B. COOPERATIVE LEARNING
SUB-SUBTOPIC ● Highly structured group work focusing on problem solving
that leads to deep learning and critical thinking
TEACHING METHODS ● Method of choice for transmitting foundational knowledge
● The educator is the center of authority in the class, with
TEACHING METHOD group tasks usually more closed ended and often having
● The way the information is taught that brings the learner specific answers
into contact with what is to be learned ● Highly structured group work focusing on problem solving
○ Lecture that leads to deep learning and critical thinking
○ Group Discussion
○ One to one instruction 4 KEY COMPONENTS OF COOPERATIVE LEARNING
○ Demonstration and Return Demonstration 1. Extensive Structuring of the Learning tasks by the teacher
○ Gaming 2. Strongly interactive student-student execution of tasks
○ Simulation 3. Immediate debriefing or other assessment to provide
○ Role Play teacher and students about the feedback of the intended
○ Role Model learning
○ Self- Instruction 4. Instructional modifications by the teacher based on
feedback
LECTURE
● Highly structured method by which the educator verbally CASE STUDY
transmits information directly to a group of learners for the ● Offers the learners an opportunity to become thoroughly
purpose of instruction. acquainted with patient situation before discussing patient
● Comes from the medieval Latin term “leger”, which and family needs and identifying health related problems
means to read. ● It leads to the development of analytical and
● Ideal way to provide foundational background information problem-solving skills, exploration of complex issues and
as a basis for follow up group discussion application of new knowledge and skills in the clinical
practice arena
3 MAIN PARTS:
1. Introduction SEMINAR
● The educator should present learners with an ● Interactions are stimulated by the posing of question by
overview of the behavioral objectives related to the the educator
lecture topic, along with an explanation as to why ● The format consists of several sessions in which a group
these objectives are significant. of students, facilitated by the educator, discuss questions
2. Body and issues that emerge from assigned readings on a topic
● The actual delivery of the content related to the topic of practical relevance.
being addressed ● Seminars should be designed so that each learner reads
3. Conclusion an assignment and considers question prior to the
● Wrap up of every lecture discussion
● Summary of the information provided in the
presentation ONE TO ONE INSTRUCTION
● May be given formally or informally
GROUP DISCUSSION ● Face to face delivery of information specifically designed
● Method of teaching where learners get together to actively to meet the needs of an individual learner.
exchange information, feelings and opinions with one ● Formal – planned activity
another and with educator ● Informal – unplanned activity
● The benefit is it leads to deeper understanding and longer
retention of information DEMONSTRATION - RETURN DEMONSTRATION
● Demonstration- done by the educator to show the
A. TEAM - BASED LEARNING learner how to perform a certain skill
● The educator offers structured, student centered ● Return Demonstration – done by the learner, carried out
environment as an attempt to establish competence by performing a
● Goal is to enrich the student’s learning through active task with cues from the educator as needed.
learning strategies ● Effective in teaching psychomotor skills
● Compost of 5-10 students group together as a team
throughout the semester.
 ● Other term for minicourse, self-instructional package,
individualized learning activities, self-directed learning and
programmed instruction
● Forms: workbook, study guides, work stations, videotapes,
internet modules and computer programs

DEVELOPING A TEACHING PLAN

TEACHING PLAN
● A teaching plan is a blueprint to achieve the goal and the
objectives that have been developed Teaching plan are
created for 3 major reasons
○ To direct teacher to distinguish relationship of
GAMING teaching process to ensure that there is logical
● Method of instruction requires the learner to participate in approach to teaching
a competitive activity with preset rules ○ To communicate in writing exactly what has been
● The goal is for the learner to win a game by applying taught, how it is being taught and evaluated and the
knowledge and rehearsing skills previously learned. time allotted to meet each behavioral objective
● Games can be simple or can be more complex to ○ To legally document an individual plan for each
challenge the learners ability to use higher order thinking learner is in place and is properly Implemented.
and problem solving strategies
DEVELOPMENT OF TEACHING PLANS
SIMULATION ● It should be clear what the learner is to learn and what the
● Trial and error method of teaching whereby an artificial teacher is to teach. Predetermined goals and
experience is created that engages the learner in an objectives serve as a basis for developing a teaching plan.
activity that reflects real-life conditions but without the Organizing and presenting information in the format of
risk-taking consequences of an actual situation. an internally consistent teaching plan require skill by the
● Highly innovative teaching method to teach health nurse educator. Developing an action plan to
professionals about the complex world of health care in achieve the goals and objectives set forth requires a
their respective disciplines in an effective, efficient, safe determination of the actual purpose, content, methods and
and high-quality fashion. tools, sequence, timing, and evaluation of instruction.
● Allows participants to make decision in a safe and The teaching plan should clearly and concisely describe
controlled environment, witness the consequences, and the various elements of the education process
evaluate effectiveness of their action ● Developing an action plan to achieve the goals and
objectives set forth requires a determination of the
“ Simulation is a technique, not a technology, actual purpose, content, methods and tools, sequence,
to replace or amplify real experiences with timing, and evaluation of instruction. The teaching
guided experiences that replicate substantial plan should clearly and concisely describe the various
aspects of the real world in a fully interactive elements of the education process
manner”
- Gaba, 2004 3 MAJOR REASONS FOR CONSTRUCTING TEACHING
PLANS ARE:
ROLE - PLAYING APPROACH
● To force the teacher to examine the relationship among
● Method of instruction by which learners actively participate
the steps of the teaching process to ensure a logical
in an unrehearsed dramatization.
approach to teaching, which can serve as a map for
● Participants are asked to play an assigned character as
organizing and keeping instruction on target.
they think the character would act realistically.
● To communicate in writing and in an outline format exactly
● This technique is intended to arouse feelings and elicit
what is being taught, how it is being taught, how it is
emotional responses in the learners
evaluated
● Used primarily to achieve behavioral objectives in affective
● To legally document that an individual plan for each
domain
learner is in place and it is properly implemented
ROLE MODELING
ELEMENTS OF THE TEACHING PLAN
● Use of self as a role model
● The purpose
● Teaching method to achieve behavior change in the
● A statement of the overall goal
affective domain
● A list of objectives (and sub objectives, if necessary)
● “Action speaks louder than words”
● An outline of the related content
● The instructional method(s) used for teaching the related
SELF INSTRUCTION
content
● Teaching method used by the educator to provide/design
● The time allotted for the teaching of each objective
instructional activities that guide the learner in
● The instructional resources (materials/tool needed)
independently achieving the objectives of learning.
● The method(s) used to evaluate learning
● Self contained educational activity that allows learners to
progress by themselves at their own pace.
LEARNING CONTRACT
● Self study module → independent study
● A learning contract is a mutually negotiated agreement,
● Effective for learning in cognitive and psychomotor domain
usually in the form of a written document drawn up by the
● Goal is to master information and apply it to practice
teacher and the learner, that specifies what the learner will
learn, how learning will be achieved and within
 what time allotment, and the criteria for measuring the
Relevant Is the objective important or
success of the venture (Keyzer, 1986; McAllister, 1996). worthwhile to the learner? Is it
possible to achieve this objective?
COMPONENTS OF A LEARNING CONTRACT
● Content specifies the behavioral objectives to be achieve Time-bound Is there a time limit, rate number,
● Performance expectations, specify condition under which percentage or frequency
learning activities will be facilitated clearly stated? When will the
● Evaluation, specify the criteria used to evaluate objective be accomplished?
achievement
● Time frame, specify the length of time needed for
successful completion of objectives
Terms with many Terms with few Recommended
IDENTIFYING THE GOALS OF INSTRUCTION interpretation interpretation
● An instructional goal is a desired long-term outcome of (NR)
Instruction
● An instructional objective is the desired outcome of a To know To apply To explain
lesson or unit
● Objectives should be what helps you and your students To understand To choose To identify
reach your goal. students should be told what the
objectives of a lesson are To appreciate To classify To list
● This helps them focus their attention, allocate their study
time, and more effectively use metacognitive strategies To realize To compare To order

To be familiar with To construct To predict

To enjoy To contrast To recall

To value To define To recognize

To be interested in To describe To select

To feel To demonstrate To state

To think To differentiate To verbalize

To learn To distinguish To write

FORMULATING USEFUL GOALS AND

Condition or Audience Behavior Degree
OBJECTIVES Circumstance
● Goals and objectives should be as clear as possible and
give us concrete guidance. Without using The students Will solve Five out of six
○ Include goals at varying degrees of complexity and calculator math
sophistication problems
○ Bloom’s taxonomy can help broaden our view of what
students should learn. Using a model The staff nurse Will The correct
○ Focus on what students should do, not on what demonstrate procedure for
teachers should do changing sterile
○ Describe the ultimate outcomes of instruction dressing
○ Identify both short-term and long-term goals
○ Provide opportunities for students to identify their own Following a The patient Will list At least 2
goals and objectives group reason for
discussion losing weight

CRITERIA DESCRIPTION QUESTIONS After watching a The caregiver Will select High protein
video food for the
Specific Is there a description of a precise patient with
behavior and the situation it 100%
will performed in? Is it concrete,
detailed, focused and
defined? EXAMPLES OF USEFUL OBJECTIVES:
○ The student will identify the main thesis or argument in a
scholarly paper.”
Measurable Can the performance of the
○ “The students will demonstrate effective ways of kicking,
objective be observed and
measured? dribbling, and passing the ball.”
○ "Given a sentence written in the future tense, the student
Achievable With a reasonable amount of effort will be able to rewrite the sentence in the past tense with
and application can the no errors.”
objective be achieved? Are you
attempting too much?
 THE ABCD APPROACH analyze what positive results will be attained from
● The ABCD method of writing objectives is an excellent accomplishing specific objectives.
starting point for writing objectives (Heinich, et al., 1996). ● Tailors teaching to the learner’s particular circumstances
- "A" is for audience and needs.
- "B" is for behavior ● Creates guideposts for teacher evaluation and
- "C" for conditions and documentation of success or failure
- "D" for the degree of mastery needed.
LEARNING DOMAIN
A - AUDIENCE COGNITIVE DOMAIN
○ The the learners, readers or participants, not the ● Dealing with intellectual abilities; Approximately 80% of
instructor educational objectives fall into this domain; Most familiar
○ Who is this activity intended for? Be specific! to both instructors, authors and learners
○ At the end of instruction, the students will be able to.....
○ As you target a specific audience with your objective AFFECTIVE DOMAIN
make sure that you are meeting the needs of all ● Relating to the expression of feelings, including emotions,
learners in that group. fears, interests, attitudes, beliefs, values and
appreciations: Often the most difficult objectives to
B - BEHAVIOR develop
○ What the participants will do
○ What exactly is it that you want the learner to be able to PSYCHOMOTOR DOMAIN
do as a result of your ... ● The easiest objectives to write as the behavior is easily
○ The behavior is the action (verb) that describes what the observed and monitored. Psychomotor skills often involve
learner (audience) will be able to do after the instruction. the use of tools or instruments; “Hands On” courses will
contain psychomotor objectives
C - CONDITION
○ Imposed by the instructor HEALTH EDUCATION PLAN
○ States what conditions the instructor will impose when 3 MAJOR REASONS FOR CONSTRUCTING TEACHING
the learners are demonstrating mastery of a skill. PLANS ARE:
○ Usually a WHEN or WHILE statement “when given a set ● To force the teacher to examine the relationship among
of five unlabeled slides”“while working independently” the steps of the teaching process, to ensure a logical
○ What will the student be given or already be expected to approach to teaching, which can serve as a map for
know to accomplish the learning? organizing and keeping instruction on target.
● To communicate in writing and in an outline format exactly
D - DEGREE what is being taught, how it is being taught and evaluated,
○ What is “Good Enough”? and the time allotted for accomplishment of the behavioral
○ The standard or criterion for judging the behavioral objectives.
performance. ● To legally document that an individual plan for each
○ What has to happen for the learner to succeed? learner is in place and is being properly implemented
○ It might be: Speed, Accuracy, Quality, Quantity
COMPLETE TEACHING PLAN
● The purpose
● A statement of the overall goal
● A list of objectives (and sub objectives, if necessary)
● An outline of the related content
● The instructional method(s) used for teaching the related
content
● The time allotted for the teaching of each objective
● The instructional resources (materials/tools) needed
● The method(s) used to evaluate learning

IMPORTANCE OF USING BEHAVIORAL

OBJECTIVES
● Helps to keep educators thinking on target and learner
centered
● Communicates to others, both learners and healthcare
team members alike, what is planned for teaching and
learning.
● Helps learners understand what is expected of them so
they can keep track of their progress.
● Forces the educator to organize educational materials so
as not to get lost in content and forget the learner’s role in
the process.
● Encourages educators to question their own motives—to
think deliberately about why they are doing things and
 NCMA112: IMPLEMENTATION, EVALUATION, DOCUMENTATION OF HE
IMPLEMENTATION, EVALUATION, DOCUMENTATION Evaluation Method
OF HEALTH EDUCATION Process Evaluation (Formative)
Implementation - integral to the education process itself.
- Implementation of the teaching plan may not go as envisioned. - Its “forms” an educational activity because evaluation is an
- The nurse must constantly assess the patient’s response during ongoing component of assessment, planning, and
this phase. implementation
- The nurse needs to speak in terms the patient understands, be - “How can teaching be improved to facilitate learning?”
specific on what is to be covered and keep the message short - Purpose: To make adjustments in an educational activity as
and concise. soon as they are needed, whether those adjustments be in
Factors Hindering Effective Implementation personnel, materials, facilities, objectives, or even one’s own
 Lack of financial resources attitude.
 Lack of human resources Content Evaluation
 Attendance Problem - determine whether learners have acquired the knowledge or
 Lack of active participation skills taught during the learning experience
 Lack of proper training - “To what degree did the learners learn what was imparted?”
- “To what degree did learners achieve specified?”
Interpersonal Skills - Asking a patient to give a return demonstration or asking
- Effective teaching is based on the nurse’s ability to establish participants to complete a cognitive test at the completion of
rapport with the patient. a one-day seminar are common examples of content
- The nurse who is empathic to the patient shows sensitivity to evaluation
the patient’s needs and preferences.
Outcome evaluation (Summative)
- An atmosphere in which the patient feels free to ask questions
- also referred to as summative evaluation because its intent is
promotes learning.
to "sum” what happened as a result of education.
- Activities that help establish an environment conducive to
- Guiding questions in outcome evaluation include the
learning include:
following:
 Showing genuine interest in the patient
 Was teaching appropriate?
 Including the patient in every step of the teaching
 Did the individual(s) learn?
 Using a nonjudgmental approach
 Were behavioral objectives met?
 Communicating at the patient’s level of understanding.
 Did the patient who learned a skill before discharge use
Evaluation Plan that skill correctly once home?
- a written document that describes how you will monitor and Impact Evaluation
evaluate your program, as well as how you intend to use - determines the relative effects of education on the institution
evaluation results for program improvement and decision or the community.
making - Guiding questions for the educator are:
- The evaluation plan clarifies how you will describe the  “What is the effect of the education program on
 “What,” subsequent nursing staff turnover?”
 “How,”  “What is the effect of the cardiac discharge teaching
 “Why It Matters” program on long-term frequency of rehospitalization
among patients who have completed the program?”
The Focus of Evaluation Total program evaluation
- Evaluation includes identifying and measuring educational - can be generically described as “designed and conducted to
activities and learner outcomes that indicate the learning needs assist an audience to judge and improve the worth of some
of registered nurses and student nurses alike have been met. object”
 For which audience the evaluation being conducted - Guiding questions for educators are:
 For what purpose is the evaluation is considered  “To what extent did programs undertake by members
 which questions will be asked in the evaluation? of the nursing staff development department during the
 What was the scope of evaluation? year accomplish annual goals established by the
 Which resources are available to conduct evaluation? department?”
 “How well did patient education activities implemented
throughout the year meet annual goals established for
the institution’s patient education program?”
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 HEALTH EDUCATION: WEEK 9 – IMPLEMENTATION, EVALUATION, DOCUMENTATION OF HE

Evaluation of Program Implementation - Nurses practice across settings at position levels from the
- Provides feedback information for program management and bedside to the administrative office.
provides measures of accountability for resources appropriated. - May include either documentation on nursing care that is
- Program implementation is usually analyzed is usually provided by nurses that can be used by other non-nurse
analyzed on one or combination of four different approaches. members of the health care team or the administrative records
- These approaches to analyzing program implementation can that are created by the nurse and used across organization
provide useful information for those concerned about the settings.
attainment of goal for which program is implemented What constitutes Good Documentation?
 Assessment programmatic efforts 1. Approve, review and update documents
 Examination of programmatic operations 2. Changes & current revision status of documents identified
 Investigation of the extent to which specific activities 3. Relevant versions of applicable documents available at points
compromising the program actually are implemented of use Documents remain legible and readily identifiable
 Evaluation of the extent to which such activities 4. Documents of external origin identified and their distribution
contribute to the impact of evaluation controlled
5. Prevent unintended use of obsolete documents, and archiving.
Evaluation Outcomes Documentation of Patient Education
Evaluation of Learning  It improves patient satisfaction and outcomes, improves quality
- Evaluation is the last step of the teaching process.
- It is a continuous and crucial step in the teaching process. of care, and lowers health care costs
- includes determining if the teaching session was successful and  Meaningful Use (MU) reimbursement, as health care providers
the patient learned the intended information. are required to fulfill patient and family engagement standards
- also provides the needed evidence that the patient received and  Providers can access current patient-specific education material
understood the educational material. quickly and easily within the electronic health record (EHR).
Evaluation of Teaching
 Nurses can provide patient education material, both of which
- A major purpose of evaluation is to assess the effectiveness of
the teaching activities and decide which modifications, if any, contribute to improved health care quality, improved patient
are necessary. outcomes, and lowered health care costs.
- When learning objectives are not met, reassessment is the basis
for planning modification of teaching-learning activities. Professional Principles for Documentation
- Several activities can evaluate teaching effectiveness, including Essential
the following: characteristics
Nursing documentation should contain:
 Feedback from the learner of nursing
 Feedback from colleagues documentation
 Situational feedback Factual, objective Descriptive and objective information
and client based on first-hand knowledge, the
 Self-evaluation
centered nurse’s assessment and the client’s needs.
Barriers to Evaluation Accurate and Clear and easy to understand information
1. Lack of clarity – when focus is unclear unstated or not well relevant containing sufficient details
defined. Undertaking evaluation is going to be difficult and if Complete All the components of the nursing process
its purpose or what will be done with the result is also unknown Information that is up-to-date and is
2. Lack of ability – inability to conduct education evaluation most recorded during or as soon as possible
Current
often results from lack of knowledge, confidence, interest and after the intervention or interaction
resources needed to carry out process occurred
3. Fear of punishment or loss of self-esteem – both the learner Organized, logical Information is in a chronological manner
and the teacher may fear that anything less than a perfect and sequential so that nursing decisions,
performance will result in criticism punishment or evidence that Compliant with Information reflects the delivery of safe,
their mistake will result in their being labeled as incompetent standards of competent, ethical, and compassionate
and irresponsible. These fears form one of the greatest barriers practice and other nursing care and is consistent with
to conducting an evaluation unfortunately this fear may not be legal standards of practice
easily overcome specially for individuals who have had requirements
negative teaching learning experience in the past.

Documentation
- Provides a clear, accurate, and accessible documentation is an
essential element of safe, quality, evidence-based nursing
practice.

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 HEALTH EDUCATION: WEEK 9 – IMPLEMENTATION, EVALUATION, DOCUMENTATION OF HE

The Purpose of Nursing Documentation Barriers to implementing EBP

Purpose of  There's a resistance that staff nurses are getting from nurse
Rationale
documentation managers and nurse leaders
Communication Quality documentation supports the
 Behavior change is tough
among the health exchange of pertinent client information
care team among the interprofessional care team  Education is a big factor
 Lack of time
All members of the health care team
 organizational culture that didn't support it
Continuity of care require accurate information about clients
to ensure the development of organized
comprehensive care plans.
Documentation is one-way nursing
knowledge, judgement, and skills are
Professional
demonstrated. Nurses are expected to
accountability
follow their professional standards and
Code of Ethics
The client’s record is a legal document
Legal and can be used as evidence in a court of
law or professional conduct proceedings

Confidentiality
 Health care professionals should view the security of client
documentation as serious issue
 Sharing confidential information is only acceptable in an effort
to support the provision of quality care with health care team
members who are a part of the client’s circle of care.
 Documentation, in any format, should be maintained in areas
where the information cannot be easily accessed by casual
observers or those not directly involved in the care of the client

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 NCMA112: EVIDENCE BASE PRACTICE RELATED TO HE
EVIDENCE BASE PRACTICE RELATED TO HEALTH What can a quality improvement learn from evidenced base
EDUCATION practice?
Evidenced-based practice (EBP)  Evidence-based medicine and quality improvement are among
- the conscientious use of current best practice evidence in the most commonly-used terms in healthcare and health
making decision about patient care. systems.
- It is a lifelong problem-solving approach to clinical practice that  Evidence-based medicine is credited as one of the greatest
integrates the most relevant and best research, one’s own medical advances of the 20th century and has influenced
clinical expertise and patient preferences and values. spheres far beyond health, from ‘evidence-based policy’ to
- Evidence-based medicine, evidence-generated form systemic ‘evidence-based conservation’
reviews of clinically randomized trial has been  The incorporation of quality improvement into daily clinical
acknowledged as the strongest evidence upon which practice practice, comparison of quality improvement with evidence-
decisions. based medicine may provide insights to inform the future
- EBP helps nurses determine an effective course of action for progress of the quality improvement movement.
care delivery.
Quality Improvement Evidenced Base Practice
- Five steps:
1. Form a clinical question to identify a problem. • Evaluate effectiveness of • Integration of best clinical
2. Gather the best evidence. nursing interventions and to research evidence, clinical
3. Analyze the evidence provide direction for further expertise and patient values.
improvement in the • Is the conscious and
4. Apply the evidence to clinical practice.
achievement of quality judicious use of current best
5. Assess the result clinical outcomes and cost evidence in conjunction with
 With the application of EBP comes better patient outcomes, effectiveness. clinical expertise and patient
which can decrease the demand for healthcare resources. Thus, • Bring about immediate values to guide health care
healthcare organizations can reduce expenses. improvement of care in a decisions (LoBiondo-Wood
 For example, outdated practices may have included supplies, specific setting & Haber, 2010)
• To compare organization to • Translate research into
equipment or products that are no longer necessary for certain
standards or benchmarks. practice
procedures or techniques. • To improve patient care • Increase the effectiveness of
 EBP is an essential component of safe, quality patient care. processes treatment
 Nurses must be aware of current practices in order to provide • Seeks to improve processes • Encourage some
care to patients with complicated and debilitating conditions. in unit and organization consistency in practice
• Utilize interdisciplinary
Benefits of EBP to Nurses and Patient approach in
- The inclusion of EBP in nursing provides nurses with the • To improve practice.
scientific research to make well-founded decisions. • Seeks to positively impact
practice.
- Nurses can stay updated about new medical protocols for
patient care. By searching for documented interventions that fit
Barriers to implementing EBP
the profiles of their patients, nurses can increase their patients'
 There's a resistance that staff nurses are getting from nurse
chances for recovery.
managers and nurse leaders
- Nurses to evaluate research so they understand the risks or
 Behavior change is tough
effectiveness of a diagnostic test or treatments.
 Education is a big factor
- Enables nurses to include patients in their care plan.
- Allows patients to have a proactive role in their own healthcare  Lack of time
since they can voice concerns, share their values and  organizational culture that didn't support it
preferences, and make suggestions on how they want to Terminologies:
proceed.  Conscientious – (of a person) wishing to do what is right,
especially to do one's work or duty well and thoroughly.
Advantage of EBP For Healthcare Organizations  Evidence – the available body of facts or information indicating
- With the application of EBP comes better patient outcomes, whether a belief or proposition is true or valid.
which can decrease the demand for healthcare resources. Thus,  Lifelong – lasting or remaining in a particular state throughout
healthcare organizations can reduce expenses. a person's life.
 Quality Improvement - is a systematic, formal approach to the
analysis of practice performance and efforts to improve
performance
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NCMA112: ETHICO-MORAL AND LEGAL FOUNDATION OF CLIENT EDUC.
ETHICO-MORAL, LEGAL FOUNDATION OF est. bet nurses and pt. closely linked to decision making
HEALTH EDUCATION informed consent conformity to facts; accuracy. Sometimes
 Ethics – moral principles that govern a person's behavior or the hindi 100% napapractice.
conducting of an activity. - There are four elements that matching up the notion of informed
 Law – imposed by the State, concerned with the legality of an consents that such vital aspects of pt. education and is still falls
action. under veracity
 Moral – a lesson, especially one concerning what is right or 1. Competence – refers to the capacity of the pt. to make a
prudent, that can be derived from a story, a piece of information, reasonable decision. Is our patient competent enough to
or an experience. decide for itself? Minsan hindi kaya kaya kapag ganto we
Code of Ethics
have to ask somebody else and we use criteria.
- an articulation of nine provisions for professional values and
2. Disclosure of information – sasabihin info. requires
moral obligations with respect to nurse patients and co-workers’
sufficient information regarding risk and alternative
relationships.
treatment or sometimes no treatment to enable pt make
- As early as 1950’s the American association is able to develop
rational decision. Give the pros and cons.
and adopt ethical code of professional practice titled code of
3. Comprehension – speaks ind. ability to understand or
ethics for professional practice of nurses and interpretative
grasp intellectually the info. Being provided. Kung minsan
statements since been revised and updated several times.
kase bato ng bato ng info d nmn pala naiintindihan nung pt.
1. Honor human dignity of all patient and co-workers.
4. Voluntarism – pt. make decision out of coercion or forced
Dignity as human beings that we should not be treated as
animals or nobody. from others. Bawal pilitin pt. as you wish.
2. Establish Nurse-patient boundaries and focus on - Truth telling is important because it shows respect for people
interdisciplinary collaboration. Because as nurses we don’t and allows them to autonomy and decision making so give them
interact with our patients only but also with other health the information’s for them to choose.
care professionals. Confidentiality
3. Privacy and confidentiality - associated with right to privacy of personal information that is
4. Accountable for actions and behaviors of those persons
entrusted and protected privilege information via social contract,
the nurse has delegated the responsibilities.
5. Maintain competence, safety, integrity, and personal standard or code, legal covenant.
growth. Because nurse’s world is continuously evolving. - Nurse has duty to maintain confidentiality of all pt. information
6. Deliver a high quality of care. Nothing less than the very and only info. Pertinent to pt. treatment and welfare is being
best. Regardless of what status they have. Give the patient disclosed and only to those directly involve to pt. care.
the very best care that we can do, afford and perform. Non-maleficence
7. Contributes to advancement of his profession. Kaya we - Nurses must do no harm intentionally. Minimize risk.
have research to contribute in advancement of profession.
Negligence or malpractice.
8. Participates in global efforts for health promotion and
disease prevention. Kasama pa din research pero global na - Example: Mercy killing, Cannot deprive pt. from food
9. Involve in professional nursing organization that - Causes of malpractice:
supports the development of social policy. Nurses are  Failure to follow standards of care.
required by law to join certain organization especially  Failure to use equipment in responsible manner.
Philippine nurses association and we have subspecialty
 Failure to communicate.
organization.
 Failure to document.
Application of Ethical Principles of Patient Education  Failure to aces and monitor.
- various theories and traditions frame a health professional  Failure to act as patient advocate
understanding to the ethical dimension of health care setting in  Failure to delegate task properly
considering the ethical and legal responsibilities inherent in the Beneficence
process of patient education nurses and even nurse students can - kindness and charity. The doing good. Req. action of nurse to
turn six major ethical principles benefit others
Autonomy Justice
- the right of self-determination or having authority and - Being impartial and fair and the equitable distribution of goods
confidence to make decision and the freedom to act in and services the law is the justice.
accordance to professional knowledge base or condition of self- - Nurses making impartial medical decision demonstrate this
government. We can act or not act. kaya wag tayong judgemental whether it is related to limited
Veracity resources or treatments regardless of economic status of patient
- Being honest and truthful or being exact and accurate and relate or gender dapat fair bibigay na treatment in similar situation.
to principle of autonomy it is the basis of trusting relationship

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 HEALTH EDUCATION: WEEK 13 – ETHICO-MORAL AND LEGAL FOUNDATION OF CLIENT EDUCATION

The ethics of education in classroom and practice settings Legality of Patient Education and Information
- Student and teacher have their own concepts of ethics. We have - Patients’ bill of rights is the right of the patient to adequate
our own individual perspective, values and preferences that are information regarding his physical condition, medication, risk,
unknown to each other but these two differences come together and access to information regarding alternative treatment
in the classroom. - The JCI stated that the patient right to education and
- We must be able to negotiate and understand each other for information
process of education to proceed with trust and respect. - The state regulation pertaining to patient’s education are
- Students must be able to trust their teacher even instantaneously published and enforced
sa mga binibigay nilang instruction and lecture are accurate, - Physicians are responsible and accountable for proper patient
appropriate, and up-to-date. education
- Students have the right to assume their instructors are - Patient education is central to culture of nursing as well as to its
competent and will employ that competence in the best interest legal practice
of their students and the nursing profession. Legal and Financial Implication of Documentation
1. The teacher possesses discipline-specific responses which - To qualify for Medicare and medic-aid reimbursement; the
is the key to students ‘academic success, career hospital has to show evidence that patient education has been a
achievement and competent care of patients. part of patient care.
2. Potential blurring of professional-personal boundaries. - Respondent superior provides that the employer may be held
3. Specific criteria to distinguish between interactions that are liable from negligence, assault, and battery, false imprisonment,
appropriate in the context of education process and those slander, libel, and tort
that are less appropriate or sometimes inappropriate: Identification of patient and family education
 Risk of harm to the students or to the teacher  Readiness to learn
relationship  Obstacles to learning (language, sensory visual or hearing, low
 Presence of coercion or exploitation literacy, cognitive deficit
 Potential benefit to students or the student – teacher  Referrals, which include a patient advocate or ethic committee
relationship Informed consent
 Balance between students’ interest and teachers’ - has become the primary standard of protecting patient’s right
interest and assist in guiding ethical healthcare practice.
 Presence of professional ideal - Informed consent – binigay lahat ng info. The pros and cons
Patient-provider relationship - Ordinary consent – nag agree lamg siya
- It is important to recognize the balance of power that exist - Sino mag sesecure ng informed consent – Physician ang mag
between a nurse to nursing student and a patient. papapirma hindi nurses what we need to do is to verify, and
- Ethics of being a patient includes respecting nurses and trusting validate that the consent that was given came from the right
them to have the best interest. person.
- Care rendered to patients as being ethical task - Consent must be done before operation. Patient rights to know
- Patients have moral claim on the nurse competence. what should and should not be done to his or her body
Criteria to assist the teacher in counselling the patient Purpose of informed consent
 Risk of harm to the students or to the teacher relationship 1. Legal – consent protect patient right to autonomy and self-
 Presence of coercion or exploitation determination against assault or battery from unwanted
 Potential benefit to students or the student – teacher relationship medication. Ex. nag sign patient DNR do not resuscitate and
 Balance between students’ interest and teacher’s interest after surgery na comatose si patient and nag arrest nag flat line
 Presence of professional ideals e nurse naaawa sa nanay so CPR sya so may battery si nurse.
2. Ethical – consent protect patient right to autonomy and support
Steps designed to better guide ethical decision making
goal in care. Nursing management should coincide what the
1. The identification of ethical problem
patient or legal guardian wants.
2. The collection of information to identify the problem and
3. Administrative – compliance involves physical process of
develop solutions
3. The development of alternatives for analysis and comparison completing informed consent the process should involve the
physician proving the patient with information on the diagnosis,
4. The selection of best alternatives and justification
procedure, treatment options and risk and benefits of procedure.
5. The development of diverse, impractical ways to implement
Nurse should ensure was provided and pt. understand
ethical decisions and actions
Factors that affect obtaining informed consent
6. The evaluation of effects and the development of strategies to
prevent similar occurrences  Patient comprehension
 Patient uses of disclosed information
 Patient autonomy

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 HEALTH EDUCATION: WEEK 13 – ETHICO-MORAL AND LEGAL FOUNDATION OF CLIENT EDUCATION

 Demands on providers
 Physician meeting minimum standards
Documentation of Patient Education
- The 89th Congress enacted the Comprehensive Health Planning
Act in 1965 (Public Law89-97, 1965).
- The entitlements of Medicare and, to qualify for
reimbursement, “a hospital has to show evidence that patient
education has been a part of patient care” (Boyd et al., 1998, p.
26).
- JCAHO (formerly JCAH) has reinforced the federal mandate
by requiring evidence (documentation) of patient and/or family
education in the patient record.
- Snyder (1996) presents an invaluable description of an
interdisciplinary method to document patient education.
- The flowsheet includes identification of client and family
educational:
 Readiness to learn
 barriers to learning
 Who was taught
 What was taught
 What method of teaching
 Clients’ response

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HE MIDTERMS
1. It is a deliberate intervention involving the planning 14. As he was studying life-span development, Jeznel
and implementation if instructional activities and had to learn several interrelated, coherent sets of
experiences to meet the intended learner outcomes ideas that would help him explain and make
based on the teaching plan. TEACHING predictions about development. Jeznel had to learn:
2. Learners need to know that they can trust the THEORIES
clinical expertise of the teacher, that information 15. Sebastian wants to pour the milk on his cereal all by
given is accurate, and the skills are being himself. When Mommy starts to pour the milk, he
demonstrated correctly. Which of the following puts his hands over the bowl and shouts, “No, LET
does this statement refer to? PROFESSIONAL ME do it!” Sebastian is MOST LIKELY in Erikson’s
COMPETENCE ____ stage. AUTONOMY VS. SHAME AND DOUBT
3. It is the third contributing factor to healthy 16. A toddler is going to have surgery on the right ear.
relationship with learners. Also, Openness between Which teaching method is most appropriate for this
educator and students creates a relaxed atmosphere developmental stage? APPLY BANDAGE TO
in which students will be able to see the teacher as a DOLL'S EAR
role model. HONEST COMMUNICATION 17. The following are general characteristic of an early
4. The 3 pillars of the teaching learning process are: childhood except:
TEACHER, LEARNER and SUBJECT MATTER o Animistic Thinking
5. Involves interpersonal, professional, and personal o Egocentric
aspects of good teaching are all important. But more o Limited sense of time
is involved in being a good teacher than just the o Can generalize everything
skills, techniques and attributes mentioned. 18. The following are an effective teaching strategy for
TEACHER STYLE children ages 3-5 years old except:
6. Inviting students to visit outside of class, know o Give care without explanation
them by name and help them with problems in their o Reassure not to blame self
extracurricular activities is under what principle of o Allow manipulation of objects and equipment
good practice in undergraduate education? o Use warm approach
PRINCIPLE 1: ENCOURAGE CONTACT BETWEEN 19. In this stage of psychosocial development, an
STUDENTS AND FACULTY individual begins to establish their self-concept as
7. Encourage students to speak up when they do not members of a social group larger than their own
understand. Use diverse teaching activities and nuclear family and start to compare family values
techniques to address a broad range of students, with those of the outside world. INDUSTRY VS.
select readings and design activities related to the INFERIORITY
background of students is under what principle of 20. The following are general characteristics of an
good practice in undergraduate education? adolescent EXCEPT:
PRINCIPLE 7: RESPECT DIVERSE TALENTS AND o They reason by logic and understand scientific
WAYS OF LEARNING principles
8. Which of the following are characteristics of a good o They are motivated by desire for social
teacher? Select all that apply. acceptance
o Different Teaching styles o Their image and appearance are extremely
o Practices monopoly important
o Exhibit professional competence o Peer group is not important
o Desire to improve oneself 21. Kelly, assigned in medical ward, noticed that there
o Role Model is increase abdominal pain. In accordance with this
o Committed, creative and intuitive nurse Kelly decide to do observation and in-depth
o Shows willingness to a new role analysis to the case to further enhance her
9. Alludes to the educator’s thorough knowledge and knowledge and to know more about the situation.
careful information on the topic in terms of the 3 What methods in assessing the learning needs do
behavior such as mechanics, methods, and skills. you think nurse Kelly will use. OBSERVATION
TEACHING PRACTICES 22. Myca likes background music when she studies
10. The following are the purposes of Health Education what type of learning style does Myca belong?
EXCEPT for: AUDITORY LEARNER
o Provide health information and services 23. Grade 11 student Amy uses charts, maps, notes, and
o to modify or continue health behavior flash cards when studying during lectures. What
o mass of propagating health promotion and type of learning style does grade Amy demonstrate?
disease prevention VISUAL LEARNER
o Emphasize interrelatedness of health and 24. All indicates how people learn in uniquely different
affects the quality of life ways EXCEPT for:
11. Nurse Gardo spends a great deal of time working o Some learners better with group than alone
and trying to establish his career. He also has been o Some are Global or holistic thinkers
thinking about how his personal relationship is o Some learners are better from auditory sources.
going and considering whether it could be long- o none of these
term and lead to establishing a family. Gardo is 25. The nurse educator uses traditional lecture
MOST LIKELY in: EARLY ADULTHOOD situations and let the students to write out
12. The period of development during which school important facts and prefer touch as their primary
readiness skills are developed and most free time is mode for taking in information. What type of
spent playing with friends is called: MIDDLE learning style is best suited in this situation?
CHILDHOOD TACTILE LEARNER
13. Reinier depends almost completely on his parents. 26. Participating in various ways will develop your
He is just learning to recognize things that he wants academic skills. Mario a nursing student want to
and how to get them. Reinier is in the development conduct a research about the effectiveness of
period called: EARLY CHILDHOOD Avocado leaves, but he lacks materials in doing his
research. Which is the best action that he must
establish? APPROACH HIS TEACHER IN SOLVING
PROBLEM
27. They enjoy reading and writing. VERBAL 44. The following are advantage of Evidence based
LINGUISTICS practice for the healthcare organizations except:
28. A theory of “multiple intelligences,” suggesting o Better patient outcomes
abilities seem to cluster in different areas except? o Increases the demand for healthcare sources
o Intrapersonal Abilities o Improves healthcare practice
o Writing abilities o Reduce expenses
o Naturalistic Abilities 45. It is credited as one of the greatest medical
o Musical Abilities advances of the 20th century and has influenced
29. It has evolved in the study of information spheres far beyond health. EVIDENCE-BASED
processing. It is defined as thinking about one’s MEDICINE
thinking. METACOGNITION 46. The following are evidenced-based practice in
30. Creating and manipulating mental images is called? infection control during COVID 19 Pandemic
SPATIAL o Wearing PPE
31. A nursing student is preparing to teach third-grade o Handwashing
students about the importance of exercise. How o All of the choices are correct
would the nursing student achieve the best learning o Social Distancing
outcome? DEVELOPS ACTIVITIES THAT INVOLVE 47. Evidenced based practice allows the patient to have
THE CHILDREN IN EXERCISES THEY CAN DO a proactive role in their own health care. TRUE
DAILY 48. Evidenced based practice enables patient to voice
32. A nurse strives to teach a spouse how to monitor a their concerns and share their values and
blood pressure. Which teaching method is best? preferences. TRUE
DEMONSTRATE THE TECHNIQUE FOR TAKING 49. Evidenced Based practice translate research into
BLOOD PRESSURE, AND THEN REQUEST A practice. TRUE
RETURN DEMONSTRATION 50. Quality improvement seeks to improve processes in
33. An older adult is being started on a new unit and organization. TRUE
antihypertensive medication. In teaching the patient
about the medication, what would the nurse do?
ALLOWS THE PATIENT TIME TO EXPRESS
HIMSELF OR HERSELF AND ASK QUESTION
34. Which action best indicates that learning has
occurred? A PATIENT DEMONSTRATES HOW TO
INJECT INSULIN.
35. A patient has been taught how to cough and deep
breathe. Which evaluation method is most
appropriate? RETURN DEMONSTRATION
36. Which of the following teaching method is more
appropriate when the educator focuses on the
affective domain? ROLE PLAY
37. A nurse has taught a patient about healthy eating
habits. Which learning objective/outcome is most
appropriate for the affective domain? THE
PATIENT WILL VERBALIZE THE VALUE OF
EATING HEALTHY
38. When evaluating the learning of a physically
challenge client, which of the following methods of
evaluation is more appropriate to use? QUESTION
AND ANSWER
39. Which of the following is the advantage of
demonstration and return demonstration?
INVOLVES THE SIMULATION OF VISUAL,
AUDITORY, AND TACTILE SENSE
40. The student nurse is aware that the major reason of
creating teaching plan is: TO ENSURE THAT AN
INDIVIDUALIZED PLAN IS PROPERLY
IMPLEMENTED AND IN LOGICAL MANNER
41. It is the conscientious use of current best practice
evidence in making decision about patient care.
EVIDENCE-BASED PRACTICE
42. The following are the steps involves in evidenced
based practice except:
o Gather the best evidence
o Test the evidence
o Form a clinical question to identify the problem
o Assess the result
43. The following are the benefits of Evidence-based
practice
o It will help the nurses in decision making
o The nurses can stay updated with the new
medical protocols about the patient care
o All of the choices are correct
o The nurses can increase the patient’s chance in
recovery