HEALTH EDUCATION

LECTURE / WEEK 7
PPT / BOOK

LEARNER ASSESSMENT AND PLANNING &  Identify what is important to them, what they perceived
CONDUCTING CLASSES their needs to be, etc.

5. INVOLVE MEMBERS OF THE HEALTHCARE

OUTLINE TEAM
I Assessment of Learners
A. Determinants of Learning  Other health professionals likely have an insight into
B. Learner’s Characteristics patient or family needs based on their encounters
II Planning and Conducting Classes
A. Developing a Course Outline or Syllabus 6. PRIORITIZE NEEDS
B. The Planning Sequence
C. Selecting Teaching Methods  Learners basic needs are attended 1st and foremost
D. Choosing a Textbook before higher needs are addressed
E. Conducting a Class  Example: Maslow's hierarchy of needs to prioritize
needs
I. ASSESSMENT OF LEARNERS
 Involves assessment of learner’s needs, readiness, and 7. DETERMINE AVAILABILITY OF EDUCATIONAL
styles of learning – most important step in instructional RESOURCES
design
 Evidence suggests that individualizing teaching based 8. ASSESS THE DEMAND OF THE ORGANIZATION
on prior assessment improves patient outcomes
 Example: The organization is focused on health
 Often most neglected step due to lack of time promotion versus trauma care
THREE DETERMINANTS OF LEARNING 9. TAKE TIME MANAGEMENT ISSUES INTO
ACCOUNT
LEARNER NEEDS
 What the learner needs and wants to learn
 Gaps in knowledge that exist between a desired level of METHODS TO ASSESS LEARNING NEEDS
performance and actual level of performance  Informal conversations
 The gap between what someone knows and what  Structured interviews
someone needs or wants to know  Focus groups
 Of the three determinants of learning, nurse educators  Questionnaires
must first identify learning needs so that they can design  Tests
an instructional plan to address any deficits in the  Observations
cognitive, affective, or psychomotor  Documentation

STEPS IN ASSESSMENT OF LEARNING NEEDS ASSESSING LEARNING NEEDS OF NURSING

STAFF
1. IDENTIFY THE LEARNER  Written job descriptions
 Who is the audience?  Formal or informal request
 Individual, family, or community  Quality assurance reports
 If the audience is one Individual, is there a single need  Chart audits
or do many needs to have to be fulfilled?  Rules and regulations
 Is there more than 1 audience? If so are their needs  Self-assessment
congruent or diverse  Gap analysis

2. CHOOSE THE RIGHT SETTING READINESS TO LEARN

 Establishing a trusting environment helps learners feel a
sense of security in confiding information, believe their
concerns are taken seriously and are considered
important
3. COLLECT DATA ABOUT THE LEARNER
 The health educator should get background information
about the client from the person’s record and any agency
reports that include description of the client’s population
group
 Demographic data – who, what, where
 Example: A group of 16-25 year old lactating mothers
who are anemic and undernourished in barangay
Lukban
4. COLLECT DATA FROM THE LEARNER
 Learners are usually the most important source of needs
assessment data about themselves
 Defined as the time when the learner demonstrates an
interest in learning the information necessary to maintain
optimal health or to become more skillful in a job
 Readiness occurs when the learner is receptive, willing
and able to participate in the learning process
FOUR TYPES OF READINESS TO LEARN (PEEK)
 Physical readiness
 Emotional readiness
 Experiential readiness
 Knowledge readiness
LEARNING STYLES
 Ways in which and conditions under which learners
most efficiently and most effectively perceive, process,
store, and recall what they are attempting to learn

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 TRANS: HEALTH EDUCATION

THREE MECHANISMS TO DETERMINE LEARNING AGE

STYLES
 Observation
 Interviews
 Administration of learning style instruments

DUNN AND DUNN’S LEARNING STYLE OPTIONS

 A user-friendly model that would assist educators in
identifying characteristics that allow individuals to learn
in different ways

VARK LEARNING STYLES

 Focuses on a person’s preference for taking in and
putting out information

LEARNER’S CHARACTERISICS

CULTURE
 All of the people function from a common set of
acceptable behaviors
 Culture affects health behaviors and the teaching or
learning process in many ways
 Culture influences gender roles, sexual behaviors, diet,
personal hygiene, body image, drug use, exercise, and
communication among others

LITERACY
 Client’s ability to read and understand what is being read
is an essential component of learning
 Establishing the reading level and using materials that
are consistent with the client's ability is paramount
 Materials at too high a level will be useless, as they will
not be understood
 Material at too low a level, while some of value, may be
too simplistic and may even be seen as insulting
II. PLANNING AND CONDUCTING CLASSES
 What should I include in each class and what should I
leave out?
 What methods should I use in the classroom?
 How can I keep learners interested and make sure they
learn?

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 TRANS: HEALTH EDUCATION

DEVELOPING A COURSE OUTLINE OR SYLLABUS Psychomotor

 Name of the course Arrange, assemble, calibrate, and demonstrate
 Name of the instructor
 Course description (1 paragraph) Affective Domain
 Course objectives Accept, agree, comply, explain, recommend
 Topical Outline
 Teaching methods to be used
 Textbook or other readings
 Methods of evaluation
 Reference

THE PLANNING SEQUENCE

FORMULATING OBJEVTIVES
 Why do we need objectives?
 To guide selection and handling of course materials
 To help you determine whether people in the class
have learned what you have tried to each
 It is essential for learner’s perspective

TAXONOMY OF OBJECTIVES
 Bloom developed a taxonomy of educational objectives

3 LEARNING DOMAINS
 Measures knowledge, application
Cognitive
comprehension, analysis, synthesis
(Knowing)
and evaluation (written or oral)

 Can observe what learners are

Psychomotor actually doing when they perform a
(Doing) skill
 Demonstration

 Objectives in affective domain are

not so easy to write and measure
 Avoid writing objectives related to
Affective Domain beliefs and values inherent the
(Feeling or course
Valuing)  Because you cannot readily
observed whether learners gave
accepted the beliefs and values
inherent the course

WORDING OF OBJECTIVES
 Some educators believed that the objective is complete
if it contains the intended learner, the behavior to be
performed, the conditions under which is to be
performed, and he expected degree of attainment of
specific standards
 Example: The medical technologist students will be
able to explain different blood chemical constituents, SELECTING CONTENT
their metabolism and functions accurately  Factors to consider:
 How much time you can devote to the topic
BEHAVIORAL VERBS USEFUL FOR WRITING  Kind of background the students have
OBJECTIVES  If a textbook has already been selected for the
course, its depth of content can give you some hints
Cognitive Domain as to what you need to include
 (x) – cramming too much information
Define, describe, identify, list, name,
Knowledge
state ORGANIZING CONTENT
Comprehension Classify, discuss, estimate, explain  Several ways to structure content
 Generalizations to specific or vice versa
 Sequence structure
Application Apply, compute, prove  Form problems and solutions or concepts and their
applications
Analysis Analyze, compare, contrast  Organization is important to any classes session,
regardless of methods used
Synthesis Create, develop, suggest

Evaluation Assess, defend, conclude, evaluate

CAVITE STATE UNIVERSITY 3

 TRANS: HEALTH EDUCATION

SELECTING TEACHING METHODS

The selection of teaching methods is one of the most

complex parts of teaching, yet it receives the least attention
in instructional planning
- Weston and Cranton

FACTORS AFFECTING CHOICE OF METHODS

1. Depends on the objectives and types of learning you are
trying to achieve
 You want to mold attitudes (case studies, discussion,
and role playing)
 You want to motivate learners (gaming)
 You want to encourage creativity and problem-
solving skills (individual projects and problem-based
learning) CONDUCTING THE CLASS
2. Course intent
3. Depends on the abilities and interests of the teacher FIRST CLASS
 Compatibility with his/her personality and teaching
 Introduce yourself
style
 Something little about yourself (professional or personal)
4. Compatibility between the teachers and teaching
method is important, but also the compatibility of  Best time to communicate your expectation
learners and teaching methods  Rules or policies
5. The number of people in class  Attendance
6. Resources of the institution  Lateness
 Classroom size  Eating in class
 Furniture  Bathroom breaks
 Lighting  What the learners’ appetites for what is to come
 Availability of technology
SUBSEQUENT CLASSES
EFFECTIVENESS OF TEACHING METHODS  Gain and control the attention of the learners
 Newer methods (experimental methods)  Assess the learner to determine their backgrounds about
 Traditional methods (lecture method) the content of the course
 Pre-tests
CHOOSING A TEXTBOOK  Short questionnaires
 Informally by asking questions during class
 Try to put yourself in the students’ place and decide
whether students would see the book as interesting,
appealing, well-organized, and well-written “A course that has been well planned and that starts out
well on the first session is already on the way to success”
SELECTION OF TEXTBOOK
1. Talk to the publisher – for review copies
 Preface is the author’s description of what is the
book all about
2. Examine some of the chapters
 Accuracy, currency, breadth, and depth of content
3. Examine the book’s appearance
 Is the print easy to read?
 Is the diagrams or charts easy to follow?
 Is the page layout is attractive or boring?
 Is more than one color used?
 Is the paper heavy enough that print does not show
through spaces?
4. The way in which the book will be used
5. Cost

USING A TEXTBOOK
 The teacher’s goal should be to ensure that students
indeed do the reading and understand the information
they have read

PLANNING ASSIGNMENTS
 Favourite teaching device:
 Term paper (10-15 pages long)
 Topic paper
 Research paper
 Position paper

CAVITE STATE UNIVERSITY 4

HEALTH EDUCATION
LECTURE / WEEK 8
PPT / BOOK

TEACHING STRATEGIES AND METHODS FOR  Emphasizes the importance of effective questioning and
LEARNING thinking skills in the learning process
 Students consider key questions that need to be
answered to understand a given topic, then follow
OUTLINE through to collect information, make hypotheses,
I Teaching Strategies participate in activities, and pursue answers in an open
A. Examples of Teaching Strategies environment
B. List of Teaching Strategies
II Teaching Methods
A. Lecture 3. BLENDED LEARNING
B. Group Discussion  Allows students to do part of their learning in an
C. Team-based Learning independent digital environment, and part of it in a face-
D. Cooperative Learning to-face classroom setting
E. Seminars
F. One-to-One Instructions
 This technique combines the strengths of both settings
G. Demonstration and Return Demonstration to create a well-rounded experience that gives students
H. Gaming opportunities to pursue learning in their own time, and to
I. Simulation have in-person interactions to consolidate what they've
J. Role Play learned.
K. Role Model
L. Self-Instruction 4. COOPERATIVE LEARNING
III Selection of Teaching Methods
IV Increasing Effectiveness for Teaching  Encourages structuring classes into groups to foster
V Instructional Setting communication and working together in smaller units
VI Instructional Materials  Instructors can strategically form groups around
students with varying skill levels and learning styles to
I. TEACHING STRATEGIES promote collaboration, communication, and social skills
 Also known as instructional strategies, are methods
techniques, procedures and processes that a teacher 5. FLIPPED CLASSROOMS
uses during instruction that keep students engaged and  Invert the traditional teaching model
practicing different skill sets  Students are assigned pre-learning before class, so that
 An instructor may select different teaching strategies classroom time can be given over to problem-solving,
according to unit topic, grade level, class size, and one-to-one feedback and student collaboration
classroom resources  Flipping a classroom may allow students to make more
 Many kinds of instructional strategies are employed to effective progress during class-time, having prepared for
achieve teaching and learning goals and support the lesson beforehand and receiving more focused
different kinds of students support and feedback from teachers and peers alike

EXAMPLES OF TEACHING STRATEGIES II. TEACHING METHODS

1. DIFFERENTIATED INSTRUCTION
 Allows teachers to adjust lessons to the range of skill
level present in a class, while also supporting progress
 Teachers observe students and use formative
assessment methods in order to make sure class
experiences can be adjusted to individual skill and ability
levels as appropriate
2. ACTIVE LEARNING
 Encourages student agency in the learning process;
active learning incorporates elements of project-based
and inquiry-based learning in order to allow students to
pursue their own learning paths
 Activities for active learning can include think-pair-share
strategies as well as kinesthetic learning environment
LIST OF TEACHING STRATEGIES
1. PROJECT-BASED LEARNING
 Experiences allow students to engage in learning about
a topic over a period of time, and may help the
development of deep understanding
 Project-based learning can also incorporate a variety of
skills and strengths as students work independently or
together to make a video, book, or website
2. INQUIRY-BASED LEARNING
CAVITE STATE UNIVERSITY
 Is the way information is taught that brings the learner
into contact with what is to be learned
 Examples of such methods include lecture, group
discussion, one-to-one instruction, demonstration and
return demonstration, gaming, simulation, role play, role
model, and self-instruction modules
 As the use of technology evolves, these teaching
methods also are being offered as blended opportunities
by integrating online and hybrid learning strategies
(Cummins, et., al., 2012).
LECTURE
 Defined as a highly structured method by which the
educator verbally transmits information directly to a
group of learners for the purpose of instruction
 It is one of the oldest and most often used approaches
to teaching
 Effective approach for cognitive learning domain
 Lecture can easily be supplemented with instructional
materials, such as printed handouts and audiovisual
tools
 Ideal way to provide foundational background
information as a basis for follow-up discussions/activities
 Lecturing is an acquired skill-perfected overtime
 Limitations:
 Does not provide much stimulation or participatory
involvement of learners
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 TRANS: HEALTH EDUCATION

 Does not account for individual differences among
students
 The diversity of learners within groups makes it a
challenge for the teacher to reach all learners equally
3 MAIN PARTS OF LECTURE
 The educator should present
learners with an overview of the
behavioral objectives related to the
lecture topic, along with an
explanation as to why these
Introduction
objectives are significant
 Should engages learners’ attention
and focuses the group on the
teacher, which creates the stage for
learners to be ready to listen
 Involves the actual delivery of the
content related to the topic being
addressed
Body  Careful preparation is needed so
that the important aspects are
covered in an organized, accurate,
logical, and interesting manner
 Requires skills to tactfully redirect learners who go off
topic
 Particularly challenging for novice teachers when
members do not easily interact
 More time consuming to transmit information
TEAM-BASED LEARNING
 An innovative and newly popular teaching method in
nursing education which offers educators a structured,
student-centered learning environment
 An active learning and small group instructional strategy
that provides students with opportunities to apply
conceptual knowledge through a sequence of activities
that includes individual work, team work, and immediate
feedback
 Enrich the students’ learning experience through active
learning strategies:
 Group Activities - case-based learning requires
students to apply their knowledge to reach a
conclusion about an open-ended, real-world situation
 Individual Activities - application cards
 Partner Activities - role playing
 Visual Organizing Activities
 Categorizing grids

KEY PRINCIPLES
 Wrapping-up of the lecture  Forming heterogeneous teams
 Reserved for summarizing the
 Stressing student accountability
information provided in the
 Providing meaningful team assignments focusing on
presentation
Conclusion solving real-world problems
 At this point, the lecturer can review
 Providing feedback to student
the major points presented and
leave some time for questions and
answers

5 APPROACHES TO EFFECTIVE TRANSFER OF

KNOWLEDGE DURING A LECTURE
 Use opening and summary statements
 Present key terms
 Offer examples
 Use analogies
 Use visual backups

 The educator's speaking skills also are important to the

delivery of lecture
 Body language should also be considered
 Inexperienced lecturers can initially practice in front of
the mirror or on video recording
 Keep lecture within the allotted time
GROUP DISCUSSION
 Method of teaching whereby learners get together
actively exchange information, feelings, and opinions
with one another and with the educator
 A broad active teaching method that can incorporate
specific types of instruction such as guided learning,
collaborative learning, case studies etc.
 Major consideration - group size
 May not be pertinent for patient and family teaching but
is effective in staff development and nursing students
 Benefits
 Participant's deeper understanding
 Longer retention of information
 Increased social support More positive interpersonal
relationship
 More active learner participation
 Effective in cognitive and affective domains
 Limitations:
 One or more members may dominate the discussion
 Shy learners may refuse to become involved or may
need a great deal of encouragement to participate
COOPERATIVE LEARNING
 The methodology of choice for transmitting foundational
knowledge
 This distinguished by the educator’s role, in which the
educator is the center of authority in the class, with group
tasks usually more closed ended and often having
specific answers (Conway, 2011).
 Is a highly structured group work focusing on problem
solving that leads to deep learning and critical thinking.
 Students are given a task, better known as an
assignment, and they work together to accomplish this
task. Each individual has responsibilities and is held
accountable for aiding in the completion of the
assignment; therefore, success is dependent on the
work of everyone in the group.
 Example: Think Pair Share, Jigsaw
COMPONENTS
 Extensive structuring of the learning tasks by the teacher
 Strongly interactive student–student execution of the
tasks
 Immediate debriefing or other assessments to provide
the teacher and students with prompt feedback about the
success of the intended learning

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 TRANS: HEALTH EDUCATION
 Instructional modifications by the teacher based on
feedback.
The use of cooperative learning stresses the importance
of foundational knowledge and understanding
SEMINARS
 Teaching model in which students work in small groups
to discuss assigned questions and issues under the
guidance of teachers
 In the seminar teaching method process, students take
the initiative to preview the course content, find evidence
and answers to questions assigned before course, share
knowledge points with peers during the course
 Comparing to traditional lecture-based learning is
generally considered to induce passivity and compliance
as it focuses on a one-way transfer of knowledge
 The educator’s role is to act as a facilitator to keep the
discussion focused and to tie important points together
 The educator must be well versed in the subject matter
to field questions, to move the discussion along in the
direction intended, and to give appropriate feedback
ONE-TO-ONE INSTRUCTION
 Involves face to face delivery of information specifically
designed to meet the needs of an individual learner
 Positive effect on patient education and compliance
 Can be formal (planned one-to—one instruction) and
informal (unplanned interaction and occurs
unexpectedly when patient shows readiness to learn)
 Requires interpersonal skill on the educator and ability
to establish rapport
 Not a lecture delivered to an audience of one - should
actively involve the learner and be based on his/her
learning needs
 Usually 15-20 minutes long and offers information in
small potions to allow time for processing
 Involves moving learners from repeating information that
was shared to applying what they have just learned
DEMONSTRATION AND RETURN
DEMONSTRATION
 Demonstration
 Done by the educator to show the learner how to
perform a certain skill
 Return Demonstration
 Carried out by the learner as an attempt to establish
competence by performing a task with cues from the
educator as needed
 They are especially effective in teaching psychomotor
domain skills
 Demonstration and return demonstration also may be
used to enhance cognitive and affective learning
 Learners may need reassurance to reduce their anxiety
prior to beginning the performance because they may
view the opportunity for return demonstration as a test
 Allowing the learner to manipulate the equipment before
being expected to use it may help to reduce anxiety
levels
 Group size must be kept small and may need extra
space and equipment for practicing certain skills
GAMING
 A method of instruction requiring the learner to
participate in a competitive activity with preset rules
 The goal is for learners to win a game by applying
knowledge and rehearsing skills previously learned
 Games can be simple, or they can be more complex to
challenge the learner’s ability to use higher order
thinking and problem-solving strategies (Jaffe, 2014)
CAVITE STATE UNIVERSITY
 Fun with a purpose – individual (puzzles), group (bingo
or jeopardy)
 Retention of information promoted by stimulating learner
enthusiasm and increasing learner involvement
 Can be placed anywhere in the learning activity -
assessment, topic introduction, check learner progress,
summarize information
 Potentially higher noise level; special space
accommodation needed
SIMULATION
 A trial-and-error method of teaching whereby an artificial
experience is created that engages the learner in an
activity that reflects real-life conditions but without the
risk-taking consequences of an actual situation
 A technique, not a technology, to replace or amplify real
experiences with guided experiences that replicate
substantial aspects of the real world in a fully interactive
manner
TYPES OF SIMULATION
1. WRITTEN SIMULATIONS
 May use case studies about real or fictitious situations,
with the learner being asked to respond to these
scenarios
2. MODEL SIMULATIONS
 Frequently used to teach a variety of audiences
 An innovative technology is high-fidelity whole-body
patient simulators that reproduce in a sophisticated,
lifelike manner the cardiovascular, respiratory, urinary,
and neurological systems
3. CLINICAL SIMULATIONS
 Can be set up to replicate complex care situations, such
as a mock cardiac arrest
4. COMPUTER SIMULATIONS
 Used in learning laboratories to mimic situations
whereby information and feedback are given to learners
in helping them develop decision-making skills
ROLE PLAY
 A method of instruction by with learners actively
participate in an unrehearsed dramatization
 Participants are asked to play an assigned character as
they think the character would act realistically
 This technique is intended to arouse feelings and elicit
emotional responses in the learners
 Used primarily for improving affective domains
 According to Commer (2005), role playing can be used
to substitute for or supplement costly high-tech
simulations to teach students various skills and develop
clinical judgment at varying levels of difficulty
 There may be tendencies by some participants to overly
exaggerate their assigned roles, which may lose its
realism
ROLE MODEL
 Known to achieve behavior change in the affective
domain
 Preceptors and mentors are excellent examples of
experienced health professionals who, through the use
of role model, guide, support and socialize students and
novice practitioners in their transition to a new level of
functioning
 Potential of positive role models to instill socially desired
behaviors
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 TRANS: HEALTH EDUCATION
SELF-INSTRUCTION
 A teaching method used by the educator to provide or
design instructional activities that guide the learner in
independently achieving the objectives of learning
 The self-instruction method is effective for learning in the
cognitive and psychomotor domains, where the goal is
to master information and apply it to practice
 An effective adjunct for introducing principles and step-
by-step guidelines prior to demonstration of a
psychomotor skill
 Can come in a variety of ways – work books, study
guides, workstations, videotapes, internet modules etc.
 Allows self-pacing
 Stimulates active learning
 Provides opportunity to review and reflect on information
 Limited with learners who have low literacy skills
 Not good for learners who tent to procrastinate
II. TEACHING METHODS
 Is the way information is taught that brings the learner
into contact with what is to be learned
 Examples of such methods include lecture, group
discussion, one-to-one instruction, demonstration and
return demonstration, gaming, simulation, role play, role
model, and self-instruction modules
 As the use of technology evolves, these teaching
methods also are being offered as blended opportunities
by integrating online and hybrid learning strategies
(Cummins, et., al., 2012).
1. LECTURE
 Defined as a highly structured method by which the
educator verbally transmits information directly to a
group of learners for the purpose of instruction
 It is one of the oldest and most often used approaches
to teaching
 Effective approach for cognitive learning domain
 Lecture can easily be supplemented with instructional
materials, such as printed handouts and audiovisual
tools
 Ideal way to provide foundational background
information as a basis for follow-up discussions/activities
 Lecturing is an acquired skill-perfected overtime
 Limitations:
 Does not provide much stimulation or participatory
involvement of learners
 Does not account for individual differences among
students
 The diversity of learners within groups makes it a
challenge for the teacher to reach all learners equally
3 MAIN PARTS OF LECTURE
 The educator should present
learners with an overview of the
behavioral objectives related to the
lecture topic, along with an
explanation as to why these
Introduction
objectives are significant
 Should engages learners’ attention
and focuses the group on the
teacher, which creates the stage for
learners to be ready to listen
 Involves the actual delivery of the
content related to the topic being
addressed
Body  Careful preparation is needed so
that the important aspects are
covered in an organized, accurate,
logical, and interesting manner
CAVITE STATE UNIVERSITY
 Wrapping-up of the lecture
 Reserved for summarizing the
information provided in the
presentation
Conclusion
 At this point, the lecturer can review
the major points presented and
leave some time for questions and
answers
5 APPROACHES TO EFFECTIVE TRANSFER OF
KNOWLEDGE DURING A LECTURE
 Use opening and summary statements
 Present key terms
 Offer examples
 Use analogies
 Use visual backups
 The educator's speaking skills also are important to the
delivery of lecture
 Body language should also be considered
 Inexperienced lecturers can initially practice in front of
the mirror or on video recording
 Keep lecture within the allotted time
2. GROUP DISCUSSION
 Method of teaching whereby learners get together
actively exchange information, feelings, and opinions
with one another and with the educator
 A broad active teaching method that can incorporate
specific types of instruction such as guided learning,
collaborative learning, case studies etc.
 Major consideration - group size
 May not be pertinent for patient and family teaching but
is effective in staff development and nursing students
 Benefits
 Participant's deeper understanding
 Longer retention of information
 Increased social support More positive interpersonal
relationship
 More active learner participation
 Effective in cognitive and affective domains
 Limitations:
 One or more members may dominate the discussion
 Shy learners may refuse to become involved or may
need a great deal of encouragement to participate
 Requires skills to tactfully redirect learners who go off
topic
 Particularly challenging for novice teachers when
members do not easily interact
 More time consuming to transmit information
3. TEAM-BASED LEARNING
 An innovative and newly popular teaching method in
nursing education which offers educators a structured,
student-centered learning environment
 An active learning and small group instructional strategy
that provides students with opportunities to apply
conceptual knowledge through a sequence of activities
that includes individual work, team work, and immediate
feedback
 Enrich the students’ learning experience through active
learning strategies:
 Group Activities - case-based learning requires
students to apply their knowledge to reach a
conclusion about an open-ended, real-world situation
 Individual Activities - application cards
 Partner Activities - role playing
 Visual Organizing Activities
 Categorizing grids
8
 TRANS: HEALTH EDUCATION
KEY PRINCIPLES
 Forming heterogeneous teams
 Stressing student accountability
 Providing meaningful team assignments focusing on
solving real-world problems
 Providing feedback to student
4. COOPERATIVE LEARNING
 The methodology of choice for transmitting foundational
knowledge
 This distinguished by the educator’s role, in which the
educator is the center of authority in the class, with group
tasks usually more closed ended and often having
specific answers (Conway, 2011).
 Is a highly structured group work focusing on problem
solving that leads to deep learning and critical thinking.
 Students are given a task, better known as an
assignment, and they work together to accomplish this
task. Each individual has responsibilities and is held
accountable for aiding in the completion of the
assignment; therefore, success is dependent on the
work of everyone in the group.
 Example: Think Pair Share, Jigsaw
COMPONENTS
 Extensive structuring of the learning tasks by the teacher
 Strongly interactive student–student execution of the
tasks
 Immediate debriefing or other assessments to provide
the teacher and students with prompt feedback about the
success of the intended learning
 Instructional modifications by the teacher based on
feedback.
The use of cooperative learning stresses the importance
of foundational knowledge and understanding
5. SEMINARS
 Teaching model in which students work in small groups
to discuss assigned questions and issues under the
guidance of teachers
 In the seminar teaching method process, students take
the initiative to preview the course content, find evidence
and answers to questions assigned before course, share
knowledge points with peers during the course
 Comparing to traditional lecture-based learning is
generally considered to induce passivity and compliance
as it focuses on a one-way transfer of knowledge
 The educator’s role is to act as a facilitator to keep the
discussion focused and to tie important points together
 The educator must be well versed in the subject matter
to field questions, to move the discussion along in the
direction intended, and to give appropriate feedback
6. ONE-TO-ONE INSTRUCTION
 Involves face to face delivery of information specifically
designed to meet the needs of an individual learner
CAVITE STATE UNIVERSITY
 Positive effect on patient education and compliance
 Can be formal (planned one-to—one instruction) and
informal (unplanned interaction and occurs
unexpectedly when patient shows readiness to learn)
 Requires interpersonal skill on the educator and ability
to establish rapport
 Not a lecture delivered to an audience of one - should
actively involve the learner and be based on his/her
learning needs
 Usually 15-20 minutes long and offers information in
small potions to allow time for processing
 Involves moving learners from repeating information that
was shared to applying what they have just learned
7. DEMONSTRATION AND RETURN
DEMONSTRATION
 Demonstration
 Done by the educator to show the learner how to
perform a certain skill
 Return Demonstration
 Carried out by the learner as an attempt to establish
competence by performing a task with cues from the
educator as needed
 They are especially effective in teaching psychomotor
domain skills
 Demonstration and return demonstration also may be
used to enhance cognitive and affective learning
 Learners may need reassurance to reduce their anxiety
prior to beginning the performance because they may
view the opportunity for return demonstration as a test
 Allowing the learner to manipulate the equipment before
being expected to use it may help to reduce anxiety
levels
 Group size must be kept small and may need extra
space and equipment for practicing certain skills
8. GAMING
 A method of instruction requiring the learner to
participate in a competitive activity with preset rules
 The goal is for learners to win a game by applying
knowledge and rehearsing skills previously learned
 Games can be simple, or they can be more complex to
challenge the learner’s ability to use higher order
thinking and problem-solving strategies (Jaffe, 2014)
 Fun with a purpose – individual (puzzles), group (bingo
or jeopardy)
 Retention of information promoted by stimulating learner
enthusiasm and increasing learner involvement
 Can be placed anywhere in the learning activity -
assessment, topic introduction, check learner progress,
summarize information
 Potentially higher noise level; special space
accommodation needed
9. SIMULATION
 A trial-and-error method of teaching whereby an artificial
experience is created that engages the learner in an
activity that reflects real-life conditions but without the
risk-taking consequences of an actual situation
 A technique, not a technology, to replace or amplify real
experiences with guided experiences that replicate
substantial aspects of the real world in a fully interactive
manner
TYPES OF SIMULATION
 May use case studies about real or
Written fictitious situations, with the learner
Simulations being asked to respond to these
scenarios
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 TRANS: HEALTH EDUCATION
 Frequently used to teach a variety of
audiences
 An innovative technology is high-
Model fidelity whole-body patient
Simulations
simulators that reproduce in a
sophisticated, lifelike manner the
cardiovascular, respiratory, urinary,
and neurological systems
 Can be set up to replicate complex
Clinical
care situations, such as a mock
Simulation
cardiac arrest
 Used in learning laboratories to
Computer
mimic situations whereby
Simulation
information and feedback are given
to learners in helping them develop
decision-making skills
10. ROLE PLAY
 A method of instruction by with learners actively
participate in an unrehearsed dramatization
 Participants are asked to play an assigned character as
they think the character would act realistically
 This technique is intended to arouse feelings and elicit
emotional responses in the learners
 Used primarily for improving affective domains
 According to Commer (2005), role playing can be used
to substitute for or supplement costly high-tech
simulations to teach students various skills and develop
clinical judgment at varying levels of difficulty
 There may be tendencies by some participants to overly
exaggerate their assigned roles, which may lose its
realism
11. ROLE MODEL
 Known to achieve behavior change in the affective
domain
 Preceptors and mentors are excellent examples of
experienced health professionals who, through the use
of role model, guide, support and socialize students and
novice practitioners in their transition to a new level of
functioning
 Potential of positive role models to instill socially desired
behaviors
12. SELF-INSTRUCTION
 A teaching method used by the educator to provide or
design instructional activities that guide the learner in
independently achieving the objectives of learning
 The self-instruction method is effective for learning in the
cognitive and psychomotor domains, where the goal is
to master information and apply it to practice
 An effective adjunct for introducing principles and step-
by-step guidelines prior to demonstration of a
psychomotor skill
 Can come in a variety of ways – work books, study
guides, workstations, videotapes, internet modules etc.
 Allows self-pacing
 Stimulates active learning
 Provides opportunity to review and reflect on information
 Limited with learners who have low literacy skills
 Not good for learners who tent to procrastinate
III. SELECTING TEACHING METHODS
 To meet the needs of learners should not be
underestimated:
CAVITE STATE UNIVERSITY
 The popular Chinese proverb “Tell me; I forget. Show
me; I remember. Involve me; I understand” – implies
that information retention rates vary with different
teaching methods
 Using methods of instruction that actively involve
learners improves the amount of information they retain
and their ability to think critically and, thus, positively
affects their learning outcomes
FACTORS TO CONSIDER IN DECIDING WHICH
METHOD(S) TO SELECT
 Audience characteristics (size, diversity, learning style
preferences)
 Educator’s expertise as a teacher
 Objectives of learning
 Potential for achieving learning outcomes
 Cost-effectiveness
 Setting for teaching
 Evolving technology
EVALUATION OF INSTRUCTIONAL METHODS
 Did learners achieve their objectives?
 Was the activity accessible to targeted learners?
 Were available resources used efficiently?
 Did the method accommodate the learner's needs,
abilities and style?
 Was the approach cost effective?
NURSE EDUCATOR FUNCTIONS
 Facilitating,
 Guiding
 Supporting the learner
 For example, an educator may choose lecture as the
primary teaching approach but also allow the
opportunity for question-and-answer periods and
short discussion sessions throughout the lecture
IV. INCREASING EFFECTIVENESS FOR TEACHING
CREATIVE TECHNIQUES TO ENHANCE VERBAL
PRESENTATIONS
 Present information enthusiastically
 Include humor
 Exhibit risk-taking behaviors
 Deliver material dramatically
 Choose problem-solving activities
 Serve as a role model
 Use anecdotes and examples
 Use technology
GENERAL PRINCIPLES FOR TEACHING ACROSS
METHODOLOGIES
 Give positive reinforcement
 Project acceptance/sensitivity
 Be organized, give direction
 Elicit and provide feedback
 Use questioning
 Know your audience
 Use repetition and pacing
 Summarize key points
V. INSTRUCTIONAL SETTING
 A situation or area in which health teaching takes place
as classified on the basis of what relationship health
education has to the primary function of an organization,
agency, or institution in which the teaching occurs
1. HEALTHCARE SETTING
 Delivery of health care is the primary role of sole function
of the institution
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 TRANS: HEALTH EDUCATION

 Health education is part of the overall care delivered

within these settings
 Hospitals, public health departments, outpatient care
patients

2. HEALTHCARE-RELATED SETTING
 Healthcare-related services are offered as a
complementary function of a quasi-health agency
 Some examples are: American Heart Association,
American Cancer Society

3. NON-HEALTHCARE SETTING
 Health care is an incidental or supportive function of an
organization
 Examples are business, industry, and school system

As a nurse educator, you have the responsibility to select

proper methods that match the learner characteristics,
behavioural objectives, teacher characteristics, and
available resources.

CAVITE STATE UNIVERSITY 11

HEALTH EDUCATION
LECTURE / WEEK 9
PPT / BOOK

INSTRUCTIONAL MATERIALS  Provided in convenient  A large percentage of

forms (portable) materials are written at too
 Widely available in high levels for reading and
OUTLINE different languages comprehension by many
I General Principles  Sustainable for large patients Inappropriate for
II Choosing Instructional Materials persons with visual or
III Types of Instructional Materials
number of learners
IV Tips  Flexible cognitive impairment

DEMONSTRATION MATERIALS
I. GENERAL PRINCIPLES
 Include many types of visual, hands- on media:
 Teacher familiarization of the tool
 Models and real equipment
 Materials can change learner behavior by influencing  Printed words and visual illustrations (diagrams,
cognitive, affective and psychomotor development drawings, charts)
 No tool is better than the other  Instructional tools (flipcharts)
 Materials should complement, reinforce and supplement  Useful for cognitive, affective and psychomotor skill
the teaching method development
 Materials should match the content and tasks to be
learned ADVANTAGES DISADVANTAGES
 Materials should match financial resources
 Must be appropriate for the learning environment  Static, easily outdated
 Brings learner to reality
 Materials should match learner’s sensory abilities, through active
content
developmental stages and educational level  Can be time consuming to
engagement
 Must be accurate and up to date  Useful for cognitive
make
 Should contribute in a meaningful way  Potential for overuse
learning and psychomotor
skill development  Not suitable for
II. CHOOSING INSTRUCTIONAL MATERIALS simultaneous use with
 Stimulates learning in
 How to make appropriate choices of instructional large audience
affective domain
 Not suitable for visually
materials  Relatively inexpensive
impaired learners or for
 Opportunity for repetition
VARIABLES TO CONSIDER IN CHOOSING learners with poor abstract
of message
INSTRUCTIONAL MATERIALS thinking abilities

1. CHARACTERISTICS OF THE LEARNER 1. MODELS

 Consider sensory, motor abilities, reading skills,
motivational levels, developmental stages, learning
styles, gender, socioeconomic characteristics, and
cultural background
2. CHARACTERISTICS OF THE MEDIUM
 Can be printed, demonstration, audiovisual – or
multimedia.
3. CHARACTERISTICS OF THE TASK
 Identifying type of learning domain to be achieved to
meet identified objectives
 Three-dimensional objects that allow learner to
immediately apply knowledge and psychomotor skills
 Whenever possible, the use of real objects and actual
equipment is preferred, but model is the next best thing
when real objects are not available
2. DISPLAYS
 Two-dimensional objects that serve as useful tools for a
variety of teaching purposes
 Can achieve behavioral objectives by vividly
representing relationships between subjects and objects
 Bulletin boards, SMART board

TYPES OF INSTRUCTIONAL MATERIALS 3. POSTERS

 Posters use written word along with graphic illustration
WRITTEN MATERIALS  Serve as visual supplement to oral instruction of patients
 Handouts, flyers, leaflets, books, pamphlets, brochures and families in various settings, and a common format to
and instruction sheets communicate health information to patients
 Described as “frozen language”
 Most common teaching form of teaching aid because of AUDIOVISUAL MATERIALS
the distinct advantages  Use of technology to support and enrich the education
by stimulating seeing and hearing
ADVANTAGES DISADVANTAGES  Includes:
 Available even when the  Projected Learning Resource (PPT, overhead
 Written words are the most projector)
nurse is not present
abstract form through  Video Learning Resources (DVDs, TV)
 Acceptable and familiar to
which to convey  Telecommunications Learning Resources
the public
information
 Easily obtained, low cost (Telephones)
 Immediate feedback may  Computer Learning Resource (Internet)
and wide variety of
be limited
subjects

CAVITE STATE UNIVERSITY 12

 TRANS: HEALTH EDUCATION

IV. TIPS  Choose colors that provide high level of contrast

GUIDELINES IN SELF-COMPOSED EDUCATIONAL
WRITTEN MATERIALS
 Content should be accurate and up to date
 Organize the content in a logical, step-by-step, simple
fashion informing learners but not too overwhelming
 KISS rule
 Keep It Simple and Smart
 Prioritize content to address only what learners need to
know
 “Nice to knows” can be addressed verbally
 Make sure the information discusses WHAT, HOW,
WHEN
 Avoid medical jargon
 Pictures can increase recall of spoken medical
instruction, especially for clients with low literacy
 Always state things in positive, not negative terms
 Consider format and appearance too
between background and text if presenting in a large
room with bright lights
 Use graphics (figures/tables) to summarize important
points, to succinctly present information or to share large
amount of numerical data
 Do not overdo the use of animation, which can be
distracting
Nurse educators are expected to be able to make choices
for teaching methods and materials every day. Chosen
instructional materials must be able to keep the behavioral
objectives in focus.
LEARNING PYRAMID
 The learning cone, the cone of retention, the pyramid of
retention

GUIDELINES IN MAKING POSTERS

1) LAYOUT AND FORMAT MUST BE ORGANIZED

AND CONCISE
 Do not overload your poster with information
 Think big – choose a large font size and make graphs
large enough to read
 Use no more than 3 different fonts
 Generally sans serif fonts
 Arial for axis labels and title
 Use italics instead of underlining
 Use colors to highlight, but not too many (2-3)
 Prefer a light and homogeneous background
 The progression of your poster should be obvious, and
background colors can be used to guide the participant
through your poster

2) USE BRIEF AND SIMPLE LANGUAGE, BETTER

TO AVOID TEXT ALTOGETHER
 A poster is a visual (!) presentation of your work
 Graphs say more than words
 Text must be legible and succinct

3) PRESENT YOUR (ONE!) MESSAGE IN A CLEAR

AND LOGICAL WAY
 Focus on a central message
 Tell a story
 Make your hypothesis clear
 Let the story flow from left to right and from top to bottom

4) HAVE A UNIQUE FEATURE TO ATTRACT THE

AUDIENCE
 Think of an eye catcher
 Be creative
 Bring a tablet if you would like to show animations

5) CHOOSE A CATCHY BUT CONCEPTUAL TITLE

 Keep it brief – not more than two lines
 Title should highlight core content
 Use keywords
 Do not use parentheses and acronyms

GUIDELINES IN DEVELOPING POWERPOINT

PRESENTATIONS
 Do not put all content on slides, but include only the key
concepts to supplement the presentation
 Use larger font possible
 Do not exceed 25 words per slide

CAVITE STATE UNIVERSITY 13

HEALTH EDUCATION
LECTURE / WEEK 10
PPT / BOOK

EVALUATION IN HEALTHCARE EDUCATION

OUTLINE
I Assessment vs. Evaluation
II Focus of Evaluation
III Models of Evaluation
IV Design the Evaluation
V Conduct of Evaluation
VI Documentation
II. FOCUS OF EVALUATION

I. ASSESSMENT VS. EVALUATION PLAN YOUR EVALUATION

 In planning your evaluation, the first and most crucial
EVALUATION step is to determine the focus of the evaluation
 A systematic process that judges the worth or value of
something – teaching and learning TYPES OF SIMULATION
 Provides evidence that what nurses do as educators
makes a value-added difference in the care they provide For what audience is the evaluation
Audience
being conducted?
IMPORTANCE OF EVALUATION IN PATIENT
EDUCATION For what purpose is the evaluation
Purpose
 Patients must be educated about their health needs and being conducted?
how to manage their own care so that patient outcomes
are improved, and healthcare costs are decreased Which questions will be asked in the
Questions
 Preparing patients for safe discharge from hospitals or evaluation?
from home care must be efficient so that the time
patients are under the supervision of nurses is reduced,
and it also must be effective in preventing unplanned Scope What is the scope of the evaluation?
readmissions
 Nurse educators must ensure that staff nurses and Which resources are available to
nursing students have the knowledge, attitudes, and Resources
conduct the evaluation?
skills that demonstrate essential competencies for the
delivery of safe, high-quality, evidence- based patient
care III. MODELS OF EVALUATION
 Evaluation includes identifying and measuring
educational activities and learner outcomes that indicate MODEL PURPOSE
that the learning needs of registered nurses and student
Make necessary adjustment to
nurses have been met
educational activity as soon as they
Process
identified
ASSESSMENT VS EVALUATION (Formative)
Evaluation
Ex: changes in personnel, materials,
 Initial gathering, interpreting facilities, etc.
summarizing, and using data to decide
Assessment Determine whether learners have
for action
 Input acquired the knowledge and skills
Content taught during the learning experience
 Gathering, summarizing, interpreting Evaluation
and using data after an activity has ‘”To what degree did the learners
Evaluation been completed to determine whether learn what they were taught?”
an action is successful
 Intermediate output Outcome Determine the effects of teaching
(Summative) efforts. It measures the changes that
Evaluation result from teaching and learning
 Although evaluation is done at the end, it is not the time
to plan it Determine the relative effects of
 When feasible, the same data collection method should Impact
education on the institution or
be used (example: pre-test, post-test) Evaluation
community

STEPS IN CONDUCTING AN EVALUATION Determine the extent to which all

activities for an entire department or
Total Program
program over a specified time meet
Evaluation
or exceed goals originally
established.

CAVITE STATE UNIVERSITY 14

 TRANS: HEALTH EDUCATION

IV. DESIGN THE EVALUATION

STRUCTURE
 “How detailed should the evaluation be?”
 Should be precise, exact and logically organized

METHODS
 What type of data to be collected?
 What data will be collected from whom?
 How, when, and where will data be collected, who will
collect data?

INSTRUMENTS
 Can be tools, questionnaires, scales

V. CONDUCT THE EVALUATION

VI. DOCUMENTATION
 Results of evaluation must be reported if the evaluation
is to be of any use.

Summary:
Conducting evaluations in healthcare education involves,
gathering, summarizing, interpreting and using data to
determine extent to which an educational activity is
efficient, effective and useful.

Remember, evaluation results are useless unless they are

used to guide future action planning.

CAVITE STATE UNIVERSITY 15