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Health Education Developing A Health Education PLAN

Nursing (Liceo de Cagayan University)

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DEVELOPING A HEALTH EDUCATION PLAN

HEALTH EDUCATION PLAN

A written or printed course of action that contains health promotion and disease prevention programs
and/or activities for a target individual, group, community, or family based on their health
needs/problems.

Health education is one strategy for implementing health promotion and disease prevention programs.

PLANNING

A process of making thoughtful and systematic decisions about what needs to be done, how it has to be
done, by whom, and with what resources.

The process of generating a teaching plan helps the health educator to:

• Recognize and use methods of learning that involve the client as an active participant.
• Include a list of speci昀椀c actions or abilities that the client may perform at intervals during
the educational intervention.
• Clarify what he/she expects participants to do when the educational intervention is over
TARGET PARTICIPANTS
1. Get background information about the client/participants.
• who?
• what?
• where?
2. Conduct a needs assessment of the participants.
• identify learning needs.
TOPIC SELECTION
• Based on the identi昀椀ed need/s of the target participants
• Factors to consider:
➢ Program/activity objectives
➢ Time allotment
➢ Avoid cramming too much information and details.
I. ELEMENTS
1. Purpose
2. Statement of overall goal
3. List of objectives
4. Outline of content
5. Instructional Methods
6. Time Allotted
7. Resources
8. Evaluation

II. OBJECTIVES

• act as the guide or compass of the educator in planning, implementation, and evaluation of
teaching and learning outcomes.
• Types of Objectives:
1. Educational objectives – identify the intended outcomes of the education process
Ex: Within four years after graduation, alumni of the Nursing Department shall demonstrate
the ability to carry out basic and advanced nursing interventions.
2. Instructional objectives – describe the teaching activities, speci昀椀c content areas, and
resources used to facilitate e昀昀ective instruction.
Ex: The students will be able to solve four out of 昀椀ve linear equations, without the aid of
outside materials, in one hour.
3.Behavioral/learning objectives- describe precisely what the client will be able to do in the
following client situation

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* action-oriented and learner-centered

* intended result of instruction
* what the learner will be able to do after a learning situation
Ex: After the lecture-discussion, students will be able to recall the four major food groups
without error.
• Goal – desired learning outcome; broad & long-term target (few days, weeks, months, or years)
• Objectives – speci昀椀c, single, concrete, one-dimensional behavior; short-term & should be

achieved at the end of one teaching session or shortly after several teaching sessions.

• Characteristics:
o a. Performance - what the learner is expected to be able to do.
▪ What should the client be able to do?
o b. Condition - situations under which the behavior will be observed.
▪ Under which condition should the client be able to do it?
o c. Criterion - how well, with what accuracy, or within what time frame the learner must be
able to perform.
▪ How well must the client be able to do it?

ABCD Rule:
A – Audience (who)
B – Behavior (what)
C – Condition (under which circumstance)
D – Degree (how well, to what extent, within what time frame)
Example: After a 20-minute teaching session on relaxation techniques, Mrs. Bachinela will
be able to identify three distinct techniques for lowering her stress level.

The 4-Part Method of

Objective Writing
Condition Audience (WHO) Behavior (Learner Degree (Criterion
(circumstance) performance) re昀氀ecting quality or
quantity of mastery)
Using a model The students Will demonstrate The correct
procedure for
handwashing
After watching a The caregiver Will select High-CHON foods
video for the patients with
100% accuracy)
Following health The patient Will list At least three
teaching importance of good
nutrition

• SMART (Speci昀椀c, Measurable, Attainable, Realistic, Timely)

Speci昀椀c Be speci昀椀c about what is to be achieved

Measurable Quantify or qualify objectives by including numeric,
cost, or percentage amounts of the degree/level of
mastery expected
Attainable Write attainable objectives
Realistic Resources must be available & accessible to achieve
objectives
Timely Date when the objectives will be achieved

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Example:
Topic: Wound Care
General Objectives: After 1 hour of nursing students will be able to acquire knowledge, skills, and
attitudes regarding proper execution of wound care.

Speci昀椀c Objectives Learning Teaching Time Resources Evaluation

Outcomes Learning Allotment
Activity
Within 1-hour
nursing students,
the patient will be
able to:

1. De昀椀ne correctly Wound care is Lecture 10 minutes Visual aids

wound care the process of such as
cleansing and laptop, Return
dressing the projector demonstration
wound to on wound care
become free
from infection.
2. Describe signs & Signs: Lecture 10 minutes Visual aids
symptoms of Wound warm such as
wound infection to touch, laptop,
misalignment projector
of wound
edges,
purulent
wound
drainage.
Symptoms:
Fever, body
malaise
3. Identify Clearwater, Lecture 10 minutes Materials
equipment/material mild soap, or used in
needed for wound antimicrobial wound care
care solutions,
bandage,
gauze wrap,
bandage
scissor,
adhesive tape
4. Demonstrate Demonstration Lecture- 10 minutes Materials
wound dressing and of wound Demonstration used in
bandaging cleansing and wound care
bandaging

Taxonomy is a classi昀椀cation, categorization or arrangement of things based on their relationship with one
another.
Taxonomy of Educational Objectives is a tool for the systematic classi昀椀cation of behavioral ojectives:
cognitive, a昀昀ective & psychomotor.

• Taxonomy of Objectives:
o a. Cognitive – learning domain
o b. A昀昀ective – feeling domain
o c. Psychomotor/Behavioral – skills domain

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Cognitive Mental Skills (knowledge) *Known as the thinking domain

*Involves acquiring information & addressing the
development of the client’s intellectual abilities, mental
capacities, understanding, and thinking processes
A昀昀ective Mental Skills (knowledge) *Known as the feeling domain
*Involves an increasing internalization or commitment
to feelings expressed as emotions, interests, beliefs,
attitudes, values, and appreciation
Psychomotor Manual/physical skills (skills) *Known as the skills domain
*Involves acquiring 昀椀ne and gross motor abilities

Taxonomy of Educational Objective: Cognitive Domain

Taxonomy of Educational Objective: A昀昀ective Domain

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Taxonomy of Educational Objective: Psychomotor Domain

What is Competency?
➢ A combination of skills, knowledge, and attitudes that enables an individual to perform a
task to the standards required for successful job performance.
➢ Deals with “what is expected in the workplace.”
➢ Emphasis on performing an actual job and not gaining knowledge or skills for their own
sake.

COMPETENCE SKILLS DEMONSTRATED

Knowledge The recall of speci昀椀c information; dates, events, places
(memorization) Mastery of subject matter
Comprehension Understanding of what was read
(understanding) Translate knowledge into new ideas
Application Converting abstract content to concrete situations
(using) Use information, methods, concepts, and theories in new situations
Solve problems using required skills or knowledge
Analysis Comparison & contrast of the content to personal experiences
(taking part) Recognition of patterns
Organization of parts
Identi昀椀cation of components
Discovery of hidden meanings
Synthesis Organization of thoughts, ideas, & information from the content
(putting together) Relate knowledge from several areas
Predict, draw conclusions
Use old ideas to create new ones
Evaluation Judgment & evaluation of characters, actions, outcomes, etc., for personal
(judging) re昀氀ection & understanding
Compare and discriminate between ideas
Verify value of evidence

III. STRATEGIES and METHODOLOGIES

• The process of selecting a teaching method requires a prior determination of the behavioral
objectives to be accomplished and an assessment of the learners.
• Factors a昀昀ecting the choice of methodologies:
o Objectives and type of learning
o Course content
o Abilities and interests of the teacher
o Learning needs and style of learners
o Number of students in class

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IV. RESOURCES

• The tools and aids used to transmit information supplement, rather than replace, the act of
teaching and the role of the nurse as an educator.
• Factors to consider:
o Characteristics of the learner
o Characteristic of the medium
o Characteristic of the task

V. EVALUATION

• systematic collection, analysis, and reporting of information about health education activities
• based on the learning objectives
• Purpose: Determining the EFFECTIVENESS and EFFICIENCY of the health plan
• Criterion:
o Met
o Partially Met
o Unmet
o Types:
1. Process evaluation
assessing the process of your health education implementation and how the work
takes place.
2. Impact evaluation
assessing the immediate e昀昀ects of your health education activities on the people
who have received health education messages.
3. Outcome evaluation
assessment of some of these measurable long-term outcomes or e昀昀ects of your
health education activities

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