NCM 102

Developing a Health
Education Plan
 Manage resources (human, physical,
financial, time) efficiently and
effectively in developing of the health
education plan.

Learning Use appropriate strategies in

developing a health education plan.
Outcomes

Evaluate the health education plan

presented.
 Elements of a health education plan:

Objectives of the plan

CONTENTS Strategies and methodologies

Resources

Evaluation
 Evaluation, Evidence-Based
Process (Formative)
Practice, and Practice-Based
Evaluation
Evidence.

Evaluation Vs. Assessment Content Evaluation

Outcome (Summative)
Evaluation Evaluation Models
Evaluation

Impact Evaluation

Total Program Evaluation

Evaluation
A systematic and continuous process by which the significance or
worth of something is judged

The process of collecting and using information to determine

what has been accomplished and how well it has been
accomplished to guide decision making.

A critical component of the nursing practice decision-making

process, the education process and the nursing process.
EVIDENCE-BASED PRACTICE (EBP)

Is defined as “the conscientious use of current best evidence in

making decisions about patient care”.

A lifelong problem-solving approach to clinical practice

that integrates…the most and best research.
PRACTICE-BASED EVIDENCE
• Is defines as “the systematic collection of data about
client progress generated during treatment to enhance
the quality and outcomes of care”, which comprises
internal evidence that can be used both to identify
whether a problem exists and to determine evidence
effectively resolved that problem.
EVALUATION VS.
ASSESSMENT

• Assessment and evaluation are two

concepts that are highly interrelated
and are often used interchangeably as
terms, but they are not synonymous.
Assessment a process to gather, summarize, interpret, and
use data to decide a direction for action.
 Evaluation
a process to gather, summarize, interpret, and use data to determine the extent to which an
action was successful.
Focus of Evaluation

• The most crucial part of evaluation is to determine the

focus of evaluation.
• The importance of clear, specific and realistic evaluation
focus cannot be overemphasized.
Evaluation Focus includes Five Basic Components:

AUDIENCE PURPOSE QUESTIONS SCOPE RESOURCES

 Focus of Evaluation

• For which audience is the evaluation being conducted?

• For what purpose is the evaluation being conducted?
• Which questions will be asked in the evaluation?
• What is the scope of the evaluation?
• Which resources are available to conduct the evaluation?
RSA Evaluation Model

Developed originally designed by Roberta Straessle Abruzzese, to

evaluate staff development education in 1978.

It remains useful for conceptualizing, or classifying, educational

evaluation into different categories or levels.

It provides a visual of five basic types of evaluation in relation to

one another based on focus, purpose, related questions, scope and
resources available.
DIFFERENT TYPES OF EVALUATION CONSIST OF:
Process (Formative) Evaluation
• The purpose of this is to make necessary adjustments to an
educational activity as soon as they are identified, such as changes in
personnel, materials, facilities, teaching methods, learning objectives
or even the educator’s own attitude.
• It helps the nurse anticipate and prevent problems before they occur
or identify problems as they arise.
• Process evaluation described as a “happiness index”, while teaching
and learning are ongoing, learners are asked their opinion about
educators, learning objectives, content, teaching methods,
instructional materials, physical facilities and overall learning
experience.
For Nurse Educator specific question could
include the following:
• Am I giving the learners time to ask question?
• Is the information I am giving orally consistent with information
included in instructional materials being provided?
• Are the learners actively participating?
• Is the environment, such as room temperature, privacy and level of
distraction, conducive to learning?
• Should I conclude more opportunities for return demonstration or
teach-back?
 CONTENT EVALUATION
• Its purpose is to determine whether learners have acquired the knowledge or skills
taught during the learning experience.
• Its purpose is to focus on how the teaching-learning process affected immediate,
short-term outcomes, questions to asked: “Were specified objectives met based on
the teaching
• An evaluation that answer the question: “Did learners achieve specific objectives?
• The scope of content evaluation is limited to a specific learning experience and to
specifically stated objectives for that experience.
• Included pretests conducted prior to providing information materials and posttests
conducted 24 to 48 hours later.
 OUTCOME(Summative) EVALUATION

Is to determine the effects of teaching efforts.

Measures the changes that result from teaching and Learning.

Summarizes what happened based on the education

intervention.
Evaluation measures more long-term change that “persists
after the learning experience” (Abruzzese, 1992)
Guiding questions in Outcome Evaluation include the following:

Was teaching appropriate?

Did the individual(s) learn?

Were behavioral objectives met?

Did the patient who learned a skill before discharge use that
skill correctly once home?
IMPACT EVALUATION
Is to determine the relative effects of education on the institution or the
community

Its purpose is to obtain information that will help decide whether continuing
an educational activity is worth its cost.

The scope of this evaluation is broader, more complex and usually more long
term than that of process, content or outcome evaluation.

The term impact is used generically to describe both evaluations of patient

outcomes resulting from education and evaluations of long-term effects from
education.
TOTAL PROGRAM EVALUATION
Is to determine the extent to
which all activities for an
entire department or program
over a specified time meet or
exceed the goals originally
established.
The evaluators focused on
long-term goals of advancing
professional development and
changing professional practice
as well as the goal of
improving patient outcomes.
Guiding Questions for a Total Program Evaluation :

“To what extent did programs

“How well did patient education
undertaken by members of the
activities implemented
nursing staff development
throughout the year meet
department during the year
annual goals established for the
accomplish annual goals
institution’s patient education
established by the
program?”.
department?”
 • This learner-focused model emphasizes the continuum of
learner participation determined from needs assessments
Five Levels of Learner to learner performance over time once an adequate level
Evaluation participation has been gained or achieved.
Five Levels of Learner Evaluation
Designing the
Evaluation
Designing the
Evaluation
• Nurse Educators can design an evaluation
within the framework, or boundaries.
• The design must be consistent with the
purpose, questions and scope of the evaluation
and must be realistic given the available
resources.
Evaluation design includes at least three interrelated
components:

Structure

Methods

Instruments
 EVALUATION METHODS
The design structure, in turn,
Questions to answer in selecting
provides the basis for
the appropriate, feasible methods
determining what evaluation
when conducting a evaluation:
methods should be used to
collect data.

Which types of data What data will be Who will collect the
will be collected? collected and from data?
whom?
How, when and
where will data be
collected?
EVALUATION METHODS
What types of data will be collected?

• Complete (people, program, environment)

Concise (will answer evaluation questions)

• Clear (use operational definitions)

• Comprehensive (quantitative and qualitative)

From whom or what will data be collected?

• From participants, surrogates, documents, and/or preexisting

databases
• Include population or sample
EVALUATION METHODS
How, when, and where will data be collected?

• By observation, interview, questionnaire, test, record review,

secondary analysis of existing databases
• Consistent with type of evaluation
• Consistent with questions to be answered

By whom will data be collected?

• By learner, educator, evaluator, and/or trained data collector

• Select to minimize bias
Evaluation Instruments

It is in the form of a Potential instruments must

questionnaire or a type of
An evaluation should be
equipment, demonstrates
conducted using existing
reliability and validity
instrument
before it is used for
collecting data.
be identified, must be
carefully critiqued to
determine whether it is
appropriate for the
evaluation planned.
Evaluation Instruments

A checklist for both teaching and

Appropriate instruments should
evaluation almost guarantees that
have documented evidence of its
the nurse is measuring the
reliability and validity with
performance being evaluated
individuals who are as close as
exactly as that performance was
possible with the people from
operationally defined prior to
whom data will be collected.
instruction and evaluation.
 Critique Potential Instruments for:
Fit with definitions of factors to be measured (performance being evaluated exactly as
that performance has been operationally defined for the evaluation).

Evidence of reliability and validity, especially with a similar population

Appropriateness for those being evaluated

Affordability, feasibility
Evaluation Barriers

LACK OF CLARITY LACK OF ABILITY FEAR OF PUNISHMENT OR LOSS

OF SELF-ESTEEM.
Lack of Clarity

A clearly stated purpose is

as important as knowing
The best solution for lack of who the audience is
clarity is to provide clarity. because the purpose
explains why the evaluation
is conducted.
Lack of Clarity

• To overcome a potential lack of clarity, the nurse educator must

identify all five components and make them available to those
conducting the evaluation. (Audience, Purpose, Questions, Scope
and Resources).
LACK OF ABILITY
The persons conducting the evaluation must accept responsibility for knowing the resources
that are necessary and for providing this information to the primary audience.

The person conducting the evaluation, must accept responsibility for knowing the resources

Lack of knowledge can be resolved or minimized by enlisting the assistance of individuals we've
needed expertise through consultation or contract, through collaboration, or indirectly through
literature review.

Resolve by making necessary resources available §Remember that patient care is a team
activity
FEAR OF PUNISHMENT OR LOSS SELF-ESTEEM

The learner and the teacher may fear that anything less than a perfect
performance will result in criticism, punishment, or evidence that their
mistakes will result in their being labeled as incompetent

These fears form one of the greatest barriers to conducting an evaluation.

First step in overcoming this barrier is to realize that the potential for its
existence may be close to 100%.
 FEAR OF PUNISHMENT OR LOSS
SELF-ESTEEM
• Second step in overcoming the barriers of fear or threat in being evaluated is to
remember “the person is more important than the person or the product “.
• The third in overcoming the fear of being evaluated on the outcomes of education is to
point out achievements
• Communication of information about why an evaluation is being done is very
important for those who are subjects of an evaluation as much as those who will
conduct evaluation.
• Failure to provide and protect certain information about the learner may be unethical
or even illegal. People must be reassured that their privacy will be protected.
REPORTING Significant guidelines that will increase the result of evaluation
will be reported to the appropriate individual or groups in a
EVALUATION timely manner usable form:
RESULTS
End