PLANNING and CONDUCTING CLASS

DEVELOPING COURSE SYLLABUS

SYLLABUS- PLAN of the entire course, a course outline and program of study that an educator prepares before the actual health
education course begins.

MORE EXTENSIVE and DETAILED than a TEACHING PLAN = lesson plan or health education plan

CONTENTS OF A COURSE SYLLABUS:

 COURSE DESCRIPTION
This course is designed to enlighten student nurses on their roles as health educators and to equip them with the skills and
competencies in choosing the approaches, strategies and methodologies that they can employ in the conduct of health education
among their clients in the community and other healthcare settings as well as discharge planning and documentation

 COURSE REQUIREMENTS:
1. EXAMS, QUIZZES, GRADED RECITATION
2. Graded presentations (role-playing, simulation, demonstration)
3. Graded sample teaching plan (individual or group)

 METHODOLOGIES:
 LECTURE and evocative discussions
 Use of audio-video presentation; powerpoint presentations
 Graded group presentations using selected strategies of health education

 COURSE OBJECTIVES:
Upon completion of the course, the students will be able to:

1. Apply the KSA to effectively develop in the client at least 70% awareness, acceptance, and implementation of healthy
behaviors that will lead to promotion of health, prevention of illness, and maintenance of health in the community, and other
health care settings;
2. Develop the attitudes, skills and competencies with at least 75% compliance in adapting and using the teaching content and
strategies to address the needs and level of understanding of the clients.

SELECTING CONTENT:

Factors to consider:
1. Course objectives serve as the compass which will guide the teacher with the topics, subtopics, approaches and strategies as
well as the requirements of the course and the materials to be used.
2. Time allotted for each topic
3. Avoid cramming too much information and details; give students the opportunity to recite or discuss parts of the lesson.
4. Give time for questions or interactive discussions.

SELECTING TEACHING METHOD

Depends on the following:
1. Objectives and type of learning
2. Course content
3. Abilities and interest of the teacher
4. Learning needs and learning styles of the learners
5. Number of students in the class

PARTS OF THE LESSON OR TEACHING PLAN

LEARNING CONTENT METHOD OF TIME FRAME RESOURCES METHODS OF
OBJECTIVES OUTLINE INSTRUCTION EVALUATION
 Formulating behavioral objectives
BEHAVIORAL OBJECTIVES
ACT as the GUIDE or COMPASS of the educator in PLANNING, IMPLEMENTATION and EVALUATION of teaching and learning
outcomes

GOALS:
A statement that describes in broad terms what the learner will do.
Writing goals can provide insight into outcomes desired but does not provide enough specificity for assessment and evaluation

Objectives
A statement in specific and measurable terms that describes what the learner will know or be able to do.

Goals and Objectives

Broad Specific
general intentions Precise
Intangible Tangible
Abstract Concrete
Can't be validated as is Can be validated

Functions of Objectives
Stating objectives:
 provides a direction for the instructor to follow or what to do
 provides a guide for selecting subject matter, teaching methods and the materials to be used during instruction.
 provides a criterion for evaluating students outcomes

Characteristics of a Learning Objective

1. It is always expressed in terms of the learner NOT what the instructor or program will do for the student.

Student-Focused Outcomes
Objective: Provide students with knowledge about how the library works.
BETTER Objective: After taking the Research Methods course, students will be able to demonstrate their knowledge on how the library
works by finding ten sources for a research paper .

2. It is precise and supports only one interpretation.

Stating Instructional Objectives
Explains the scientific method and applies it effectively.

3. It describes an observable, measurable behavior.

Observable, Measurable Objectives

Objective: Students will know about the different nursing procedures in the fundamentals of nursing subject.
BETTER Objective: Students will be able to return demonstrate correctly the different nursing procedures in the fundamentals of
nursing subject.

Recognizing Acceptable Verbs

Apply
Appreciate
Believe
Combine
Comprehend
Compute
Create
Define
Demonstrate
Describe
Design
Diagram
Enjoy
Explain
Familiarize
Grasp
Identify
Illustrate
Indicate
Infer

4. It specifies conditions under which the behavior is performed.

5. It specifies criteria for accomplishment; it should reflect learning or development that the student can accomplish in the course or
program.

Good learning objectives address… (Three-Part Method of Objective Writing)

What the student is expected to do after learning. (performance)
The circumstances under which the student will be able to perform . (condition)
The level of acceptable performance. (standard)

Example:
“Following a 20-minute teaching session on hypoglycemia, Mr. Palaruan will be able to identify three out of four major symptoms of low
blood sugar.”

Well-written:
“Following a class on hypertension, the patient will be able to state three out of four cases of high blood pressure.”
“On completing the reading materials provided for the care of newborn, the mother will be able to express any concerns she has about
caring for her baby after discharge.”

Poor:
“The nurse will demonstrate crutch walking postoperatively to the patient (teacher-centered).”

ABCD’s to Write Objectives

Audience - Who? Who is this aimed at?
Behavior – What? What do you expect them to be able to do? This should be an overt, observable behavior.
Condition - How? Under what circumstances will the learning occur?
Degree - How much? Must a specific set of criteria be met?

Cognitive (application level)

"Given a sentence written in the past or present tense, the student will be able to re-write the sentence in future tense with no errors or
contradictions (i.e., I will see her yesterday.)."

Psychomotor

Given a standard balance beam, the student will be able to walk the entire length steadily within a six second time span.

Affective

"Given the opportunity to work with people of different races, the student will demonstrate a positive increase in attitude towards non-
discrimination of race, as measured by a checklist completed by non-team members."

Taxonomy of Educational Objectives

Taxonomy: provides a classification of educational objectives
arrangement of objectives from simple to complex (a hierarchial order that goes from simple to complex results)
Bloom’s Taxonomy of Educational Objectives

 classifies educational goals to facilitate the development and evaluation of college and university curricula.
 A hierarchical taxonomy of student behaviors

Classification of Learning Objectives

Cognitive Domain – involves mental operations at all levels
Affective Domain – involves feelings, attitudes, and values at various levels
Psychomotor Domain – involves locomotor skills at different levels

Cognitive Domain

KNOWLEDGE  -  Can you recall information?

The learner is able to recall, restate and remember learned information.
Recognize List Describe
Identify Retrieve Name
Locate Find  Memorize
Relate Show Locate
Distinguish Give example Reproduce
Quote Repeat Label
Recall Know Group

Bloom’s Taxonomy: Knowledge

Examples: Knowledge of dates, events, places, major ideas, and mastery of subject matter
The student will…
Define the 6 levels of Bloom’s taxonomy of the cognitive domain

COMPREHENSION
The learner grasps the meaning of information by interpreting and translating what has been learned; Can you explain ideas or
concepts?
Interpret Summarize Infer
Exemplify Paraphrase Classify
Compare Explain Restate
Identify Annotate Translate
Discuss Give examples of Reorganise
Retell Paraphrase Explain
Research Associate

Bloom’s Taxonomy: Comprehension

Examples: Translates knowledge into next context, interprets facts, compare and contrast, order, group, infer, predict
The student will…
Explain the purpose of Bloom’s taxonomy of the cognitive domain

APPLICATION
 The learner makes use of information in a context different from the one in which it was learned.; Can you use the information in
another familiar situation?
Implement Use Execute
Carry out Translate Manipulate
Exhibit Manipulate Illustrate
Calculate Interpret Make
Practice Apply Operate
Interview
 Bloom’s Taxonomy: Application
Examples: Use information, methods, concepts or theories in new situations, solve problems using required skills or knowledge
The student will…
Write an instructional objective for each level of Bloom’s taxonomy of the cognitive domain

ANALYSIS
The learner breaks learned information into its parts to best understand that information; Can you break information into parts to
explore understandings and relationships?
Compare Organize Deconstruct
Attribute Outline Find
Structure Integrate Distinguish
Question Appraise Experiment
Inspect Examine Probe
Separate Inquire Arrange
Investigate Sift Research
Calculate Criticize

Bloom’s Taxonomy: Analysis

Examples: Seeing patterns, organization of parts, recognition of hidden meanings, identification of components
The student will…
Compare and contrast the cognitive and affective domains as specified by Bloom

EVALUATION
The learner makes decisions based on in-depth reflection, criticism and assessment;Can you justify a decision or course of action?
Check Hypothesize Critique
Experiment Judge Test
Detect Monitor Judge
Rate Validate Predict
Assess Score Revise
Infer Determine Prioritise
Tell why Compare Evaluate
Defend Select Measure

Bloom’s Taxonomy: Evaluation

Examples: Compare and discriminate between ideas, assess value of theories or presentations, make choices based on reasoned
argument, verify value of evidence, recognize subjectivity
The student will…
Judge the effectiveness of writing objectives using Bloom’s taxonomy

SYNTHESIS
The learner creates new ideas and information using what has been previously learned.;Can you generate new products, ideas, or
ways of viewing things?
Design Organise Plan
Construct Invent Assemble
Plan Compile Prepare
Produce Forecast Develop
Invent Devise Originate
Devise Propose Imagine
Make Construct Generate
Compose

Bloom’s Taxonomy: Synthesis

Examples: Use old ideas to create new ones, generalize from given facts, relate knowledge from several areas
The student will…
Design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains.
 LEVELS OF AFFECTIVE BEHAVIOR:
Acting consistently with the new value; person is known by
the value.

Integrating a new value into one's general set of values, giving it

some ranking among
Showing some definite involvement or
commitment

Showing some new behaviors as a result of experience

Being aware of or attending to something in

the environment

LEVELS OF PSYCHOMOTOR OBJECTIVES

DAVE’S

Imitation: Observing and patterning behavior after someone else. Performance may be of low quality. Example: Copying a work of art.
Manipulation: Being able to perform certain actions by following instructions and practicing. Example: Creating work on one's own, after
taking lessons, or reading about it.
Precision: Refining, becoming more exact. Few errors are apparent. Example: Working and reworking something, so it will be "just
right."
Articulation: Coordinating a series of actions, achieving harmony and internal consistency. Example: Producing a video that involves
music, drama, color, sound, etc.
Naturalization: Having high level performance become natural, without needing to think much about it. Examples: Michael Jordan
playing basketball,

HARROW’S
Reflex movements - Reactions that are not learned.
Fundamental movements - Basic movements such as walking, or grasping.
Perception - Response to stimuli such as visual, auditory, kinesthetic, or tactile discrimination.
Physical abilities - Stamina that must be developed for further development such as strength and agility.
Skilled movements - Advanced learned movements as one would find in sports or acting.
No discursive communication - Effective body language, such as gestures and facial expressions.