Developing a Health

Education Plan
NCM 102
Learning Outcomes

1 2 3
Manage resources Use appropriate Evaluate the health
(human, physical, strategies in developing education plan
financial, time) a health education plan. presented.
efficiently and
effectively in developing
of the health education
plan.
CONTENTS

Elements of a health education plan:

• Objectives of the plan
• Strategies and methodologies

• Resources
• Evaluation
 RESOURCES

• Printed or audiovisual materials are borrowed, rented or purchased for small fees from
the institutions, organization or agencies
• Nurse educators from healthcare or healthcare-related settings are contracted for or
voluntarily provide health education programs to small and large group
• Provide the nurse educator with tools to deliver education messages creatively, clearly,
accurately and timely manner.
• They help the nurse educator reinforce information, clarify abstract concepts and
simplify complex messages.
• They have potential to assist learner’s not only acquiring knowledge and skills but also
in retaining more effectively what they learn.
Instructional Materials
(Print and Nonprint Media)

Definition: the tangible substances and real objects used to help

communicate information necessary for learning

Purposes: to help the nurse educator deliver a message creatively and

clearly
General Principles Before selecting or Developing
Instructional Materials

• The teacher must be familiar with the content and mechanics of a tool before
using it.
• Printed demonstration and audio-visual materials can change learner behavior
by influencing the cognitive, affective and psychomotor development.
• No one tool is better than another to enhance learning
• Instructional materials should be complemented, reinforce and supplement and
not a substitute for educator’s teaching effort.
• The choice of materials should match the content and the tasks to be learned.
 General Principles Before selecting or Developing
Instructional Materials
• Instructional materials selected should be available financial resources.
• Instructional aids must be appropriate for the physical conditions of the
learning environment, such as the number of learners, the space, the lighting,
the sound projection, and the hardware used to display information.
• Instructional materials should match the sensory abilities, developmental
stages and educational level of the learners.
• The messages conveyed by instructional materials must be accurate, up-to-
date, unbiased and free of unintended content.
• The tools should contribute in a meaningful way to learning situation by
adding or clarifying information.
Instructional Materials
Print and Nonprint Media

Definition: the tangible

substances and real Purposes: to help the
objects used to help nurse educator deliver a
communicate message creatively and
information necessary for clearly
learning
 Instructional Materials
• Instructional materials which include:
printed, demonstration and audiovisual
media are the tools used to enhance
teaching and learning.
• Are tools and aids used to transmit
information that supplement, rather than
replace, the act of teaching and the role
of the nurse as educator.
Instructional Materials
They have potential
to assist learner’s
not only acquiring
Provide the nurse They help the nurse
knowledge and skills
educator with tools educator reinforce
but also in retaining
to deliver education information, clarify
more effectively
messages creatively, abstract concepts
what they learn.
clearly, accurately and simplify
and timely manner. complex messages.
THREE MAJOR COMPONENTS OF INSTRUCTIONAL MATERIALS

DELIVERY SYSTEM CONTENT PRESENTATION

Delivery System: It includes both the software and the
heardware used in presenting information.
The choice of delivery system is influenced by the number of learners to be
taught at one time, the pacing and flexibility needed for the effective delivery
of information, and the sensory aspects most suitable to an individual patient
or group.

Example: PowerPoint Slides (software) delivered via a computer (hardware)

Content: Is dependent of the delivery system
and is the actual information being
communicated to the learner.
• Nurse educator must consider several factors:
• The accuracy of the information being conveyed.
• The appropriateness of the medium to convey the chosen
information.
• The appropriateness of the readability level of materials for
the learners.
Presentation: The form of the message is a
very important component for selecting or
developing instructional materials.
• Weston and Cranston (1986) describe the form of the
message as occurring along a continuum from concrete (real
objects) to abstract (symbols).
• Realia
• Illusionary Representations
• Symbolic Representations
 REALIA: Refers to the most concrete form of stimuli that
can be used to deliver information.

• For instance, a woman demonstrating breast self-

examination is the most concrete example of reality.
• A video presentation of a woman performing breast
self-examination, the learner could still visualize a
breast self-examination done accurately.
ILLUSIONARY REPRESENTATIONS:

Is a term that applies to a less concrete, more abstract

form of stimuli through which to deliver a message, such
as moving on still photographs, audiotapes projecting
true sounds, and real-life drawings.

For example: pictures show to stage decubitus ulcers and

audiotapes that help learners discriminate between normal
and abnormal lung sounds, although more abstract in form,
due to some degree resemble or simulate realia.
 SYMBOLIC REPRESENTATIONS
• Is a term that refers to the most abstract types of messages, though they are the
most common form of instructional materials to communicate information.
• These types of representations include numbers and letters of the alphabet,
symbols that are written and spoken as words that they convey ideas or represent
objects.
• Audiotapes, graphs, written texts, handouts, posters, flip charts and whiteboards
on which to display words and images are vehicles to deliver message in symbolic
forms.
TYPES OF INSTRUCTIONAL MATERIAL

Demonstration Audiovisual
Materials Materials

Written Materials
Written Materials
• Most accessible type of tools for teaching.
• Handouts such as leaflets, books, pamphlets,
brochure and instruction sheets (all symbolic
representations).
• Two Types: Commercially Prepared Materials and
Self-Composed Material
 GREATEST STRENGTHS OF WRITTEN MATERIALS

• Available as a reference to reinforce information for learners when the nurse is not
immediately present to answer questions or clarify information.
• Widely used at all levels of society.
• Easily obtained through commercial sources usually at relatively low cost.
• Provide in convenient forms which are portable, reusable and do not require software or
hardware resources for access.
• Becoming more widely available in languages other than English due to recognition of
significant cultural and ethnic shifts in the general population.
• Suitable for large numbers of learners who prefer reading as opposed to receiving messages
in other formats.
• Flexible in that the information is absorbed at a speed controlled by the reader.
 DISADVANTAGES OF PRINTED MATERIALS:
• Written words are the most abstract form through which to
convey information.
• Immediate feedback on the information presented may be
limited.
• A large percentage of materials are written at too high levels for
reading and comprehension by many patients.
• Written materials are inappropriate for persons with visual or
cognitive impairment.
EVALUATING
PRINTED
MATERIALS
 Nurse should keep in mind the
following consideration:
• Nature of the Audience
• What is the age of the audience?
• Adults who are literate tend to prefer printed that they can read at their
leisure. Children or clients who have low literacy skills, however like short and
simple printed materials with many illustrations.
• For those individuals with vision impairments, use a large typeface and lots of
white space, separate one section from another with plenty of spacing,
highlight important points and use black print on white paper.
 2. Literacy level required
• PEMs for helping the learner accomplish behavioral
objectives will not be effective if the materials are
written at a level beyond the ability of the learner to
understand.
• It is important to screen potential educational tools
that will be used with various teaching methods.
3. Linguistic Variety
Available

• This refers to choice of

printed materials in
different languages that
may be accessed.
4. Clarity and brevity

Remind yourself
Simpler is better.
of the KISS rule:
Shorter also is
Keep it simple
better.
and smart.
5. Layout and
Appearance

• How written materials look is crucial in

attracting the attention of patients and
getting them to read the information.
6. Opportunity for repetition

Written materials can be read later and again and again by the learner to reinforce the
teaching when the educator is not there to answer questions.

If educators write their own materials, they also must be mindful of the need to keep
information current and to update it for changing protocols and varied patient
populations.
7. Concrete and familiarity

Example: “Shake the

Using the active voice is inhaler very well three
more immediate, times” is more than The
directive, and concrete. inhaler should be
shaken thoroughly”
Basic advantages and Disadvantages of Printed materials:
ADVANTAGES DISADVANTAGES

Materials are easily accessible and They are impersonal

available on many topics

The rate of reading is controlled by the Limited feedback, The absence of an instructor lessen
reader opportunity to clear up misinterpretation.

Complex concepts can be explained both Printed materials are passive tools
fully and adequately.

Procedural steps can be outlined High complex materials maybe overwhelming to the learner

Verbal instruction can be reinforced Literacy skill of the learner may limit effectiveness

The learner is always able to refer to Materials may not be available in different languages.
instructions given in print
 Nature of the audience

Literacy level required

Linguistic variety available

Evaluating
Printed Brevity and clarity
Materials
Consider: Layout and appearance

Opportunity for repetition

Concreteness and familiarity

TYPES OF INSTRUCTIONAL MATERIAL

Written Materials Audiovisual

Demonstration Materials
Materials
DEMONSTRATIONS MATERIALS: Include many types of visual,
hands-on media.

Models and real equipment are one type and a combination of

printed words and visual illustration in the form of displays are
another type.

Primarily stimulate the visual senses but can combine the sense of
sight with touch and sometimes even smell and taste.
Major Forms of Demonstration Materials

Models

Displays
 MODELS:
• Are three-dimensional objects that allow
the learner to immediately apply
knowledge and psychomotor skills by
observing, examining, manipulating,
handling, assembling and disassembling
them while the teacher provides
feedback.
 MODELS
• Approximately 30%-40% of people are visual
learners, 20-25% are kinesthetic(hands-on)
learners.
• It enhances their retention and understanding of
new information.
DEMONSTRATION MATERIALS
3 SPECIFIC TYPE OF MODELS
• Replicas, associated with the word Resemble.
Examples: anatomical models, resuscitation dolls
A replica of the DNA helix is an excellent example of a model used to teach the complex concept of genetics.

• Analogues, associated with words act like

Examples: dialysis machines, computer models
Sophisticated human patient stimulator(manikin).

• Symbols, associated with the words stand for.

Examples: words, cartoons, formulas, signs
written words, mathematical signs and formulas, diagrams, cartoons, printed handouts
and traffic sign are examples of symbolic models that convey a message to the receiver
through a visual image or association.
 Useful when real object is too small, too large, too
expensive, unavailable, or too complex

Allows safe, hands-on practice

Demonstration
Materials-Models
Advantages:
More active involvement by the learner with
immediate feedback available

Readily available
Demonstration Materials-Models
Disadvantages:

May not be suitable

Cannot be observed
for learner with poor Some models fragile,
or manipulated by
abstraction abilities expensive, bulky, or
more than a few
or for visually difficult to transport
learners at a time
impaired
 DISPLAYS
Examples of displays found in most educational setting are

• Whiteboards
• Posters
• Storyboards
• Flip charts
• Boards
• Bulletin Board devices are most useful in formal classes, in group discussions, or during brainstorming sessions to spontaneously make drawings or diagrams.
 Most are flexible and easily
modified and reusable.

Portable and easily assembled or

DISPLAYS disassembled.

They stimulate the interest or ideas

in the observer.
POSTERS

Is increasingly popular and important instructional tool.

Can serve as an independent source of information or can be

used along with other instructional methods and materials.

Use simple, highly-quality drawings or graphics that can be

easily understood.
POSTERS

Keep the learning objectives in mind to ensure the appropriate focus

of information in the display tool.

Make title catchy and crisp, using 10 or fewer words and keep
lettering large enough to be read from a distance of at least 20 feet.
 Basic Advantages and Disadvantages of
Demonstration Materials:
ADVANTAGES DIASDVANTAGES

Bring the learner closer to reality through Static easily outdated content
active engagement.

Useful for cognitive learning and Potential for overuse

psychomotor skill development

Stimulate learning in the affective Not suitable for simultaneous use with large audiences.
domain

Relatively inexpensive Not suitable for visually impaired learners or for learners
with poor abstract thinking abilities

Opportunity for repetition of the

message.
TYPES OF INSTRUCTIONAL MATERIAL

Written Demonstration
Materials Materials
Audiovisual
Materials
 Audiovisual
Materials
• Support and enrich the
education process by
stimulating the senses of
seeing and hearing, adding
variety to the teaching-
learning experience and
instilling visual memories.
Multimedia Learning
refers to the use of
two or more types of
learning modes (e.g.
audio, visual or
animation) that can
be accessed via
computer to engage
the learner in the
content.
Blended Learning

• . a more recent term in education-combines e-learning technology

with more traditional instructor-led teaching methods, such as a
lecture or demonstration
Project Learning Resources
Category of media includes overhead transparencies, powerpoint
slides, SMART board system and other computer outputs that are
projected onto a screen.

A Smart board is a large whiteboard that uses technology to project

messages via a personal computing input system such as a mouse or
keyboard.
Project Learning Resources

Microsoft Overhead
powerpoint Transparencies
 has replaced conventional slides and
overheads as tools for instruction.

Slides are easy to design,

Microsoft
PowerPoint economical to produce effective as
an instructional tool.
Excellent medium for conveying a
message because they are an
attractive mode of learning.
Educators should adhere to the following suggestions when
preparation in powerpoint slide preparations:

Illustrate one idea per slide

image simple by using clear pictures, symbols or diagrams. Put long lists or words
Keep or complex figures on handouts that supplement the slides.

Avoid distorted images by keeping the images’ proportion of height to width at 2:3.

Use large, easily readable, and professional looking lettering.

 are still used for teaching in a variety of
settings both in classroom and for small-
group presentation.

Overhead
Transparencies It is not easy for the educator to go back or
skip ahead to a specific transparency and
transparencies are difficult for the presenter
to keep in order while the educator is trying
to stay in focused on a presentation.
Overhead Transparencies
Basic advantages and disadvantages of projected learning
Resources:
ADVANTAGES DISADVANTAGES

Most effectively used with groups May stifle learner participation if overused

Good for teaching skills in all domains May encourage learners to think only in
bullet points

Flexible to add, delete or revise slides Animations, sounds and fancy transitions
easily and quickly may be distracting.

Do not require darkened room for Requires darkened room for some forms
projection

Requires special equipment for use.

Audio Learning Resources

• Useful tools to get information

for people who are visually
impaired or blind or for those
with serious motor impairment
who could not easily get to a
location for an education
session
 Audio Learning Resources

• Compact Disc and Digital sound

players: digital sound files and CDs,
which have replaced traditional vinyl
records and audiotapes are very popular
formats today.
• Radio and Podcasts: increasingly
popular to students, they can listen and
download lectures and informational
sessions.
Basic Advantages and disadvantages of Audio learning resources
ADVANTAGES DISADVANTAGES

Widely used educational tool Viewing formats limited depending on

availability of hardware in health care settings,
especially in patients homes

Inexpensive and auditory senses Expense of some commercial products

Flexible for use with different Excessive length or inappropriateness for the
audiences audience of some purchased materials

Powerful tool for role modeling,

demonstration,teaching
psychomotor skills.
VIDEO LEARNING RESOURCES

Digital video files and DVDs

(software), along with
camcorders, DVD recorders,
television sets and computer
monitors (hardware) as
electronic devices with which
to view them, have become
commonplace in homes.
Steps for Creating Educational Videos
William, Wolgin and Hodge (1998) and Brame (2016)

• Write a script for the program. Rehearse thoroughly

• With a small budget, use a camera with zoom capacity. A
large budget may allow a professional to be hired to edit
the final product.
• Consider hiring a video technician on a per-hour or per-
diem basis to yield a quality production in time-efficient
and cost-effective manner.
 Steps for Creating Educational Videos
William, Wolgin and Hodge (1998) and Brame (2016)

• Always mindful of the learning objectives to avoid going stray with the
informational message.
• Keeping the teaching session short. The attention spans of learners vary, but the
longer the video, the more risk of losing viewer's interest. A video that is 5 to 10
minutes long is ideal.
Basic Advantages and Disadvantages of Video Learning
Resources:

ADVANTAGES DISADVANTAGES

Widely used educational tool Viewing formats limited depending on availability

of hardware in health care settings, especially in
patients homes

Inexpensive and auditory senses Expense of some commercial products

Flexible for use with different audiences Excessive length or inappropriateness for the
audience of some purchased materials

Powerful tool for role modeling,

demonstration, teaching psychomotor skills
COMPUTER LEARNING RESOURCES
• The computer can store
large amounts of
information and is
designed to display
pictures, graphics and test.
• Computer-assisted
instruction (CAI) also
called computer-based
learning and computer
based training, promotes
learning in primarily the
cognitive domain.
Basic Advantages and Disadvantages of Computer Learning
Resources:
ADVANTAGES DISADVANTAGES

Promotes quick feedback , Primarily promotes learning in cognitive domain,

retention of learning but can influence affective and psychomotor.

Potential database enormous Expensive software and hardware, therefore less

accessible to a wide audience.

Can be individualized to suit Too complex and time consuming for most nurses
different types of learners or to prepare independently
different paces for learning.

Time efficient Limited use for many elderly, low-literate learners

EVALUATING INSTRUCTIONAL MATERIALS

Choosing the right tools The patient education

for client education calls materials assessment
for judgment on the part tool (PEMAT) for
of the nurse educators. understanding materials
 Domain Understandability
Topic Content
Item 1: The material makes its purpose completely evident (P and M).
Item 2: The material does not information or content that distracts from its purpose (P).
Topic: Word Choice and Style
Item 3: The material uses common everyday language (P and A/V).
Item 4: Medical Terms are used only to familiar audience with the terms. When used medical terms are defined (P and A/V)
Item 5: The material uses the active voice (P and A/V)
Topic: Use of Numbers
Item 6: Numbers appearing in the material are clear and easy to understand (P).
Item 7: The material does not expect the user to perform calculation (P).
Topic: Organization
Item 8: The material breaks or chunks information into short sections (P and A/V)
Item 9: The material’s sections have informative headers (P and A/V).
Item 10: The material presents information in a logical sequence (P and A/V).
Item 11: The material provides a summary (P and A/V)
Domain Understandability
Topic: Layout and Design
Item 12: The material uses visual cues to draw attention to key points (P and A/V).
Item 13: Text on the screen is easy to read (A/V)
Item 14: The material allows the user to hear the words clearly (A/V).
Topic: Use of Visual Aids
Item 15: The material uses visual aids whenever they could make content more easily understood (P).
Item 16: The material’s visual aids reinforce rather than distract from the content (P).
Item 17: The material’s visual aids have clear titles or captions (P).
Item 18: The material uses illustrations and photographs that are clear and uncluttered (P and A/V).
Item 19: The material uses simple tables with short and clear row and column headings (P and A/V).
 Domain: Actionability

Item 20: The material clearly identifies at least one action the user can take (P and A/V).
Item 21: The material addresses the user directly when describing action (P and A/V).
Item 22: The material breaks down any action into manageable explicit steps (P and A/V).
Item 23: The material provides a tangible tool (P).
Item 24: The material provides simple instructions or examples of how to perform (P).
Item 25: The material explains how to use the charts, graph, tables or diagrams to take actions (P and
A/V).
Item 26: The material uses visual aids whenever they could make it easier to act on the instruction (P).

P= Patient Education Materials Assessment Tool for Printed Materials (PEMAT-P).

A/V= Patient Education Materials Assessment Tool for Audiovisual Materials (PEMAT-A/V).
LEARNING PYRAMID: INFORMATION RETENTION BASED ON LEVEL OF
ACTIVE LEARNER INVOLVEMENT
END