HEALTH EDUCATION MRS.

MARLYN MARQUINO-
PLAN GEOPANO RN,MAN
OBJECTIVES
 goals in relation to patient care
Why do we need objectives?
 to guide your selection and handling of
course materials
Help you determine whether people in
the class have learned what you have
tried to teach
Objectives are essential from learner’s
perspective
OBJECTIVES
 Course Objectives
– broader than class objectives
- Design to be achievable by most / all
learners in the class
Class objectives - specific
OBJECTIVES ( LEARNING OUTCOMES)
Example:
Upon completion of the course the student will
be able to:
1. Discuss the rationale for people’s use of
defense mechanism
2. Analyze in a given situation which defense
mechanisms are being used by an individual
OBJECTIVES ( LEARNING OUTCOMES)
 in writing good course objectives, make the
objectives in each domain measurable (Blooms
Taxonomy )
Cognitive Domain: Measure knowledge,
comprehension, application, analysis, synthesis
and evaluation using written or oral tests
Ex. : “the learner will decide how much insulin to
take (or give) depending on the number of
carbohydrates consumed”
OBJECTIVES ( LEARNING OUTCOMES)
Psychomotor Domain:
observe what learners are doing when
they perform a skill
Ex: “ the learner will be able to learn how
to correctly mix two types of insulin in one
syringe”
OBJECTIVES ( LEARNING OUTCOMES)
Affective Domain:
Ex: “ the learner will be able to
demonstrates positive attitudes toward the
elderly while giving care
BEHAVIORAL VERBS USEFUL IN WRITING OBJECTIVES
SELECTING CONTENT
o Either prescribed by the institution
oInstructor’s discretion based on learners need
SELECTING TEACHING METHODS
Factors affecting Choice of Method
Depends on the objectives and type of
learning you are trying to achieve
Lecture with Handouts / computer
tutorial
-To present facts and rules
Case studies, discussion, role-playing
- to mold attitudes
SELECTING TEACHING METHODS
Factors affecting Choice of Method
Depends on the abilities and interests of
the teacher
Compatibility between teachers and
teaching methods
Number of people in class
Factors that determines strategies to be use
Classroom size
Furniture
Lighting
Availability of technology
Availability of other instructional
Equipment and supplies
RESOURCES
Choosing a Textbook
Evaluate the content, scope and quality
Credibility of authorship
Quality of print
Look at the preface, table of contents
Examine chapters
Cost
EVALUATION
What grading should be used?
What behaviors should be
Evaluated?
 EVALUATION
Formative and Summative Evaluation
Formative – ongoing feedback
Given to the learner throughout
The learning experience
-Nongraded
-May be given orally or writing
-Written Feedback – more valuable
 EVALUATION
Formative and Summative Evaluation
Formative –
 written formative evaluation –
Anecdotal records or clinical
Progress notes – recording
Observations of what learner says
Or does
 EVALUATION
Summative evalution – summary of
evaluation given at the end of the learning
experience
Purpose: to assess whether
The learner has achieved the
Objectives and is ready to move
On to the next experience
Criterion-referenced evaluation – compares
the learner with well defined performance
criteria
Grading System – either letter grades or
using pass/ fail
Behaviors to be Evaluated:
Use of nursing process
Use of health promoting strategies
Psychomotor skills
Organization of care
Maintaining patient safety
Behaviors to be Evaluated in Clinical
teaching
Ability to provide rationale for nursing care
Ability to individualize care planning and
intervention
Therapeutic communications
Ability to work with professional team
Behaviors to be Evaluated in Clinical
teaching
Professional behaviors such as following
Policies, being on time, maintaining
Confidentiality and being accountable
For one’s own actions
Written documentation of care