HEALTH EDUCATION
[NCMA112- MIDTERM]
Miss. Medina | (Venice)
LECTURE 01: DEVELOPING A TEACHING
PLAN
March 06, 2023 Monday
IDENTIFY THE FOLLOWING AS GOAL OR
OBJECTIVES
A. Reduce the degree of malnutrition
among young children.
B. Provide mothers in Kota Kinabalu with
relevant information regarding health
and nutrition.
C. Effectively use volunteers as a major
factor in helping people to learn
D. Provide a 4-week training program for
the volunteers that covers basic
nutritional information for mother and
information on adult teaching methods
GOAL
➢ Is the final outcome of what is achieved
at the end of the teaching-learning
process.
➢ Are global and broad in nature; they
serve as long-term targets for both the
learner and the teacher.
➢ Are the desired outcomes of learning
that are realistically achievable in weeks
or months.
➢ Are considered multidimensional.
➢ CHARACTERISTICS OF GOALS AND
OBJECTIVES
○ GOAL
■ A goal is the final
outcome to be achieved at
the end of the teaching
and learning process.
■ Goals, referred to as
learning outcomes, are
global and broad in nature
and are long-term targets
for both the learner and
the teacher.
○ OBJECTIVE
■ Objective is a specific,
single, concrete,
one-dimensional behavior
■ Objectives are short term
and should be achieved at
the end of one teaching
session, or shortly after
several teaching sessions.
OBJECTIVES
➢ Is a specific, single, concrete,
one-dimensional behavior.
➢ Are short-term in nature and should be
achieved at the end of one teaching
session, or shortly after several
teaching sessions.
➢ Describes a performance that learners
should be able to exhibit before they are
considered competent.
➢ TYPES OF OBJECTIVES
○ EDUCATIONAL OBJECTIVES -
Are used to identify the intended
outcomes of the education
process, whether referring to an
aspect of a program or a total
program of study, that guide the
design of curriculum units.
○ INSTRUCTIONAL OBJECTIVES
- Describe the teaching activities,
specific content areas, and
resources used to facilitate
effective instruction.
○ BEHAVIORAL OR LEARNING
OBJECTIVE - Make use of the
modifier behavioral or learning is
action oriented rather than
content oriented, learner
centered rather than teacher
centered.
LEARNING DOMAIN
➢ COGNITIVE - Dealing with intellectual
abilities; Approximately 80% of
educational objectives fall into this
domain; Most familiar to both
instructors, authors and learners
➢ AFFECTIVE - Relating to the
expression of feelings, including
emotions, fears, interests, attitudes,
beliefs, values and appreciations: Often
the most difficult objectives to develop
➢ PSYCHOMOTOR - The easiest
objectives to write as the behavior is
easily observed and monitored.
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 Psychomotor skills often involve the use weight
of tools or instruments; “Hands On” After watching The Will select High
courses will contain psychomotor a caregiver protein
objectives video food for
the
FORMULATING USEFUL GOALS & patient
OBJECTIVES with
➢ GOALS AND OBJECTIVES 100%
○ Should be as clear as possible
and give us concrete guidance. ➢ Helps learners understand what is
○ Include goals at varying degrees expected of them so they can keep
of complexity and sophistication. track of their progress.
➢ BLOOM’S TAXONOMY ➢ Forces the educator to organize
○ Can help broaden our view of educational materials so as not to get
what students should learn. lost in content and forget the learner’s
○ Focus on what students should role in the process.
do, not on what teachers should ➢ Encourages educators to question their
do. own motives, to think about why they
○ Describe the ultimate outcomes are doing things and analyze what
of instruction. positive results will be obtained from
○ Identify both short-term and accomplishing specific objectives.
long-term goals. ➢ Tailors teaching to the learner’s
○ Provide opportunities for particular circumstances and needs.
students to identify their own ➢ Creates guideposts for teacher
goals and objectives. evaluation and documentation of
success or failure.
IMPORTANCE OF USING BEHAVIORAL
OBJECTIVES CRITERIA DESCRIPTION
➢ Helps to keep educators thinking on QUESTIONS
target and learner centered Specific Is there a description of
○ Communicates to others, both a precise behavior and
learners and healthcare team the situation it will
members, what is planned for perform in? Is it
teaching and learning. concrete, detailed,
CONDITION AUDIENC BEHAVIO DEGRE focused and defined?
OR E R E Measurable Can the performance of
CIRCUMSTAN the objective be
CE observed and
Without using The Will solve Five out measured?
calculator students of six Achievable With a reasonable
math amount of effort and
problems application can the
Using a model The staff Will The objective be achieved?
nurse demonstra correct Are you attempting too
te procedur much?
e for Relevant Is the objective
changing important or worthwhile
sterile to the learner? Is it
dressing possible to achieve this
Following a The Will list At least objective?
group patient 2 Time-bound Is there a time limit, rate
discussion reasons number, percentage or
for frequency clearly
losing stated? When will the

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 objective be
accomplished?
WRITING BEHAVIORAL OBJECTIVES AND
GOALS
➢ According to Mager (1997), the
format for writing concise and useful
behavioral objectives includes the
following three important
characteristics:
○ Performance: Describes what
the learner is expected to be able
to do to demonstrate the kinds of
behaviors the teacher will accept
as evidence that objectives have
been achieved.
○ Condition: Describes the
situations under which the
behavior will be observed or the
performance will be expected to
occur.
○ Criterion: Describes how well,
with what accuracy, or within
what time frame the learner must
be able to perform the behavior
so as to be considered
competent.
THE ABCD APPROACH
➢ The ABCD method of writing objectives
is an excellent starting point for writing
objectives (Heinisch, et al., 1996).
○ A= AUDIENCE (the learners,
readers or participants, not the
instructor. Who is this activity
intended for? Be specific!
○ B= BEHAVIOR (what the
participants will do) What exactly
is it that you want the learner to
be able to do as a result of
your…
○ C= CONDITION (Imposed by the
instructor). What conditions the
instructor will impose when the
learners are demonstrating
mastery of a skill.
○ D= DEGREE What is “Good
Enough”? It might be: Speed,
Accuracy, Quality, Quantity
TEACHING PLAN
➢ A teaching plan is a blueprint to
achieve the goal and the objectives that
have been developed.
➢ With the goal and objectives, this plan
should indicate the purpose, content,
methods, tools, timing, and evaluation
of instruction.
➢ The teaching plan should clearly and
concisely identify the order of these
various parts of the education process.
HEALTH EDUCATION PLAN
➢ The three major reasons for
constructing teaching plans are:
○ To force the teacher to examine
the relationship among the steps
of the teaching process, to
ensure a logical approach to
teaching, which can serve as a
map for organizing and keeping
instruction on target.
○ To communicate in writing and
in an outline format exactly what
is being taught, how it is being
taught and evaluated, and the
time allotted for accomplishment
of the behavioral objectives.
○ To legally document that an
individual plan for each learner is
in place and is being properly
implemented
COMPLETE TEACHING PLAN
➢ The purpose
➢ A statement of the overall goal
➢ A list of objectives (and sub objectives,
if necessary)
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 ➢ An outline of the related content subsequent group discussions and is a
➢ The instructional method(s) used for means to summarize data and current
teaching the related content research finding.
➢ The time allotted for the teaching of
each objective
➢ The instructional resources
(materials/tools) needed
➢ The method(s) used to evaluate
learning

LEARNING CONTRACT
➢ A learning contract is a mutually
negotiated agreement, usually in the
form of a written document drawn up by
the teacher and the learner,
➢ It specifies what the learner will learn, ADVANTAGES AND DISADVANTAGES
how learning will be achieved and within ➢ Efficient, ➢ Largely
what time allotment, and the criteria for cost-effective. ineffective in
measuring the success of the venture ➢ An effective influencing
(Keyzer, 1986; McAllister, 1996). approach for affective and
cognitive psychomotor
CONTENT OF THE LEARNING CONTRACT learning. behaviors.
➢ Content specifies the behavioral ➢ Useful in ➢ Does not
objectives to be achieved. providing provide
➢ Performance expectations, specify foundational stimulation or
conditions under which learning background participatory
activities will be facilitated. information as a involvement of
➢ Evaluation, specify the criteria used to basis for learners.
evaluate achievement. subsequent ➢ Instructor
➢ Time frame, specify the length of time learning, such centered; the
needed for successful completion of as group most active
objectives. discussion. participant is
➢ Easily frequently the
TEACHING METHODS supplemented most
➢ Teaching method is a way information with handout knowledgeable
is taught and brings the learner into materials and one.
contact with what is being learned. other ➢ Does not
➢ Instructional Tools are the objects or audiovisual aids account for
vehicles used to transmit information to enhance individual
that supplements the act of teaching. learning. differences in
➢ Useful to background,
LECTURE METHOD demonstrate attention span,
➢ Lecture comes from the patterns, or learning style.
○ The French word ‘lectura' highlight main ➢ Learners are
means to read. ideas, exposed to the
○ Latin word “Legere” means to summarize same
read data, and information
➢ It is defined as a highly structured present unique regardless of
method by which the teacher verbally ways of viewing their cognitive
transmits information directly to groups information abilities,
of learners for the purpose of learning needs,
instruction. It is one of the oldest and or stages of
most often used methods. coping.
➢ It is also useful in providing foundational
background information as a basis for GROUP DISCUSSION

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 ➢ Group discussion, by definition, is a ➢ Informal one-to-one instruction is an
method of teaching whereby learners unplanned interaction
get together to exchange information, ➢ An opportunity for the educator and
feelings, and opinions with one another learner to communicate knowledge,
and with the educator. ideas, and feelings through exchange of
➢ Group discussion can incorporate information.
specific types of instruction as ➢ ADVANTAGES AND LIMITATION
collaborative learning, team-based
learning, cooperative learning, case ➢ The pace and ➢ The learner is
studies, and seminars. content of isolated from
○ Cooperative Learning teaching can be others who have
○ Collaborative Learning tailored to meet similar needs or
○ Team Based Learning individual concerns.
○ Case Study needs. ➢ Deprives
➢ Ideal as an learners of the
ADVANTAGES AND LIMITATION intervention for opportunity to
➢ Enhances ➢ One or more initial identify with
learning in both members may assessment and others and
the affective and dominate the ongoing share
cognitive discussion. evaluation of the information,
domains. ➢ Shy learners learner. ideas, and
➢ Is both learners may refuse to ➢ Good for feelings.
centered and become. teaching ➢ Can put
subject ➢ Requires skill to behaviors in all learners on the
centered. tactfully redirect three domains spot because
➢ Stimulates learners who of learning. they are the
learners to think dominate ➢ Especially sole focus of the
about issues without losing suitable for teacher’s
and problems. trust. teaching those attention.
➢ Encourages ➢ Challenging for who are ➢ Questioning
members to the novice learning may be
exchange their teacher when disabled, low interpreted by
own members do not literate, or the learner as a
experiences, easily interact. educationally technique to test
thereby making ➢ Time consuming disadvantaged. their knowledge
learning more for transmission ➢ Provides and skills.
active and less of information opportunity for ➢ The learner may
isolating. than other immediate feel
➢ Provides methods such feedback to be overwhelmed
opportunities for as lectures. shared between and anxious if
sharing of ideas ➢ Requires the teacher and the educator
and concerns. teacher’s the learner. makes the
➢ Fosters positive presence at all mistake of
peer support sessions to act cramming too
and feelings of as facilitator and much
belonging. resource information into
person. each session.

ONE TO ONE INSTRUCTION DEMONSTRATION AND RETURN

➢ Teacher’s presence at all sessions to
act as facilitator and resource person.
➢ Have a positive effect on client
education and compliance.
➢ Formal one-to-one instruction is a
planned activity.
DEMONSTRATION
➢ DEMONSTRATION - Is done by the
educator to show the learner how to
perform a particular skill.
➢ RETURN DEMONSTRATION - Is
carried out by the learner in an attempt

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 to establish competence by performing
a task with cues from the educator as ➢ ADVANTAGES AND LIMITATION
needed. ➢ Actively involves ➢ Can be time
participants. consuming.
ADVANTAGES AND LIMITATION ➢ Adds variety, ➢ Puts pressure
➢ They are ➢ Demonstrations reality and on learners to
effective in can be a specificity to the perform, which
teaching passive activity learning can create
psychomotor for learners. experience. embarrassme
domain skills. ➢ Demonstrations ➢ Develops nt and even
➢ Actively are more problem solving resistance.
engages the effective when and verbal ➢ Can engender
learner through verbalization expressions strong
stimulation of accompanies skills. emotions
visual, auditory, when it is ➢ Can provide an related to past
and tactile accompanied by entirely new experiences,
senses. lecture followed perspective on a empathy.
➢ It provides by the situation and ➢ Can lack focus
educators an demonstration. develop insights well planned,
opportunity to ➢ Size of the about the orchestrated
model audience must feelings and and
commitment to be kept small to relationships. monitored.
a learning ensure ➢ Provides ➢ Can reinforce
activity. opportunity for teacher ineffective
➢ Builds educator practice and immediate behaviors/strat
credibility, and close feedback about egies if
inspires learners supervision. the learners performance
to achieve a ➢ Equipment can understanding is not
level of be expensive to and ability to observed by a
excellence. purchase and apply concepts. knowledgeabl
➢ Scaffolding is a replace. ➢ Improves the e person who
sequencing of ➢ Extra space and likelihood to provides
discrete steps of equipment are transfer appropriate
a procedure and needed in learning. feedback.
provides the practicing most ➢ Depends
learner with a skills. heavily on
clear and learner’s
exacting image imagination.
of each stage of
skill
development.
GAMING
ROLE PLAY ➢ Gaming can be an effective active
➢ Role Playing is a method of instruction teaching strategy for nursing students.
by which learners actively participate in Research has shown that nursing
an unrehearsed dramatization. students can develop deeper learning of
➢ Participants are asked to play an the content.
assigned character intended to arouse ○ Stress levels are subdued,
the feeling and elicit emotional response critical thinking is promoted.
and develop communications skills with ○ Nursing students become
the learner. motivated, and enjoy
➢ It is used to achieve behavioral participation
objectives in the affective domain. ○ Attitudes, values, cultural
➢ The size of the group is 25 Best for sensitivity, and caring gaming
schools. can be seen to promote a

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 positive aspect to teaching for and concise.
the currently technological savvy INTERPERSONAL SKILLS
nursing students ➢ Effective teaching is based on the
○ Gaming can also be considered nurse’s ability to establish rapport with
useful with different learning the patient. The nurse who is empathic
styles. to the patient shows sensitivity to the
➢ ADVANTAGES AND patient’s needs and preferences. An
DISADVANTAGES atmosphere in which the patient feels
➢ Games ➢ Games are free to ask questions promotes learning.
enhance much more Activities that help establish an
experiential difficult in environment conducive to learning
learning. larger class include:
➢ Increase sizes needing ○ Showing genuine interest in the
nursing additional patient.
students’ space. ○ Including the patient in every
involvement ➢ They may step of the teaching-learning
and motivation increase process.
and allow stress or ○ Using a nonjudgmental
individuals embarrassme approach.
who may have nt or ○ Communicating at the patient’s
different unwillingness level of understanding
strengths/wea to speak up
knesses to be and answer STEPS IN IMPLEMENTATION
involved. questions. ➢ Teaching plan should include:
➢ Gaming also ➢ The feelings of ○ What will be taught
offers a good competition ○ When teaching will occur
adjunct to could be seen ○ Where teaching takes place
traditional as ○ Who will teach and learn?
methods and threatening. ○ How teaching will occur
promotes the ➢ Gaming may ○ Deciding what will be taught is a
concept of be noisy, decision that Educator and the
teamwork. confusing, and patient need to make together.
disruptive. ○ The goal is to make a patient as
competent as he needs to
manage his or her own
healthcare needs.
LECTURE 02: IMPLEMENTATION OF ○ Look at the information that the
HEALTH EDUCATION patient “needs to know”, and
March 13, 2023 Monday “what is nice to know”.
○ Start with the information that the
patient needs to know and select
INTRODUCTION
where the patient wants to start
➢ In usual practice of health education,
➢ Plan when you will teach, taking the
analysis of program implementation
length of hospital stay.
consists of measuring the attainment
○ Determine what works with
process, objectives, or determining the
patients and offer options that
achievement of means designed to
are realistic
accomplish program goals.
○ Does the patient prefer to have
➢ Implementation of the teaching plan
education done in the morning or
may not go as envisioned. The nurse
evening?
must constantly assess the patient’s
○ Does the patient prefer a short or
response during this phase. The nurse
longer, or in-depth session?
needs to speak in terms the patient
○ As you implement the plan,
understands, be specific on what is to
assess how quick the patient can
be covered and keep the message short
learn information

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 ○ During the teaching session
observe for signs of fatigue,
yawning, inability to concentrate
○ Keep teaching session short no
more than 30 minutes and
shorter than 5 minutes
➢ Plan where you will teach, and
include comfort and privacy.
○ If patient may ask intimate
question, look for an empty room
○ Whatever setting you use, try to
limit distractions and interruption
○ Plan who will teach to and who
will learn
○ Patients who had similar
experience can be helpful
○ Include teaching people other
than the patient such as spouse,
children or caregiver
➢ Plan how you will teach, use data
from the assessment about patient
preferred learning style to select the
method.
○ Global learners like to
understand the big picture first
and work down to details.
○ Linear learners want details first
and expect a bigger picture to
emerge.
○ If the client is a visual learner,
select teaching material that
involves reading, writing, and
watching visual media.
○ Auditory learners need to hear
information through spoken
speech. explanations and may
remember information better than
pamphlets.
○ Tactile learners must touch,
manipulate and perform tasks to
learn.
○ Teaching methods and
materials may be use depending
on the patients preferred learning
style and which methods and
materials are most appropriate
for specific situations
LECTURE 03: EVALUATING AND
DOCUMENTATION OF HEALTH
EDUCATION PLAN
March 20, 2023 Monday
WHAT IS EVALUATION
➢ Evaluation is defined as a systematic
process by which the worth or value of
something, teaching and learning is
judged.
➢ Evaluation is the process that can
justify that what we do as nurses and as
nurse educators makes a value-added
difference in the care we provide.
➢ Evaluation is a process within a
process that is a critical component of
the nursing process, the
decision-making process, and the
education process. It is the final
component of each of these processes.
THE PURPOSE OF EVALUATION IN
HEALTH EDUCATION
➢ Helps to determine how effective the
education in achieving objectives
➢ To determine whether resources are
used efficiently while achieving
objectives
➢ Helps to improve health education
practice by learning from the successes,
understanding and changing any
mistakes may have made.
➢ Evaluation should be conducted at the
end of all health education activities.
DETERMINING THE 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?
EVALUATION AND ASSESSMENT
Gather, summarize, Gather, summarize,
interpret, and use interpret, and use
data to determine the data to decide a
extent to which an direction for action.
action was
successful.
EVALUATION MODEL
(Process [Formative])
It “forms” an Nurse specific
educational activity. questions are:
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 ➢ The process ➢ Am I giving the relative subsequent
or formative the patient effects of nursing staff
evaluation is time to ask education on turnover?”
to make questions? the institution ➢ What is the
adjustments in ➢ Is the or the effect of a
an educational information I community. cardiac
activity am giving ➢ To obtain discharge
including orally information teaching
personnel, consistent with that will help program on
materials, information decide long-term
facilities, included in whether frequency of
objectives, or instructional continuing an rehospitalizati
even one’s materials educational on among
own attitude. being activity is patients who
provided? worth its cost. have
➢ Does the completed the
patient look program?”
bored? Is the
room too TOTAL PROGRAM EVALUATION
warm?
➢ Should I Total Program ➢ Guiding
include more evaluation questions
opportunities determines the ➢ “How well did
for return extent to which all patient
demonstration activities for an entire education
? department or activities
program over a implemented
specified time meet throughout the
CONTENT EVALUATION or exceed the goals year meet
The purpose of ➢ To what originally established. annual goals
content evaluation is degree did the established for
to determine whether learners learn the
learners have what they institution’s
acquired the were taught?” patient
knowledge or skills ➢ “To what education
taught during the degree did program?”
learning experience. learners
achieve preset DESIGNING THE EVALUATION
behavioral ➢ The design of an evaluation is created
objectives?” within the framework, or boundaries,
➢ Asking a already established by focusing the
patient to give evaluation.
a return ➢ An important question to be answered
demonstration in designing an evaluation is “How
➢ Cognitive test rigorous should the evaluation be”.
at the ➢ All evaluation should be systematic and
completion of carefully planned and structured before
the program. they are conducted and Evaluation
design can be structured from a
IMPACT EVALUATION research perspective.
➢ The purpose ➢ “What is the
of impact effect of an QUESTIONS TO BE ASKED WHEN
evaluation is orientation DESIGNING EVALUATION TOOL
to determine program on ➢ What types of data will be collected?

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 Complete (people, program,
environment)
➢ From whom or what will data be
collected?
From participants, surrogates,
documents, and/or preexisting
databases Include population or sample
➢ How, when, and where will data be
collected?
By observation, interview,
questionnaire, test, record review,
secondary analysis, 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
➢ CONT.
○ Evaluation Instrument. An
evaluation should be conducted
with existing instruments,
because instrument development
requires considerable expertise,
time, and expenditure of
resources
■ The instrument must
measure the performance
being evaluated exactly as
that performance has
been operationally defined
for the evaluation.
■ An Appropriate instrument
should have documented
evidence of its reliability
and validity.
■ Affordability and feasibility
EVALUATION OUTCOMES
➢ Evaluation of Learning
○ Evaluation is the last step of the
teaching process. It is a
continuous and crucial step in the
teaching process. Evaluation
includes determining if the
teaching session was
successful and the patient
learned the intended information.
Evaluation also provides the
needed evidence that the patient
received the and understood
educational material.
➢ Evaluation of Teaching
○ A major purpose of evaluation is
to assess the effectiveness of the
teaching activities and decide
which modifications, if any, are
necessary. When learning
objectives are not met,
reassessment is the basis for
planning modification of
teaching-learning activities.
Several activities can evaluate
teaching effectiveness, including
the following:
■ Feedback from the
learner, Feedback from
colleagues.
■ Situational feedback,
Self-evaluation
BARRIER TO EVALUATION
➢ Lack of clarity
○ Resolve by clearly describing five
evaluation components.
○ Specify and operationally define
terms.
➢ Lack of ability
○ Resolve by making necessary
resources available.
○ Solicit support from experts.
➢ Fear of Punishment or Loss of
Self-Esteem
○ Individuals being evaluated may
fear that anything less than a
perfect performance will result in
punishment or that their mistakes
will be seen as that they are
somehow unworthy or
incompetent as human beings
DOCUMENTATION OF PATIENT
EDUCATION
➢ Patient education is a key component
to disease management,
convalescence, and overall wellness
maintenance.
➢ Documentation of patient education
provides a means of monitoring the type
of patient education performed, the
patient response, and additional
educational needs.
➢ CONT.
○ Enhancing patient education,
careful documentation can also
minimize professional liability
○ Documentation should not only
include specifics about what
topics were taught, but also
include the patients’ responses to
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 this education.
PURPOSES OF DOCUMENTATION
➢ Documentation promotes
communication about the patient’s
progress in learning among all health
care team members.
➢ Good documentation helps maintain
continuity of care and avoids duplication
of teaching.
➢ Documentation also serves as
evidence of the fulfillment of teaching
requirements for regulatory and
accrediting organizations
➢ Provides a legal record of teaching
➢ Documentation of patient teaching
can be done via flow-charts, checklists,
care plans, traditional progress notes, or
computerized documentation.
➢ Whatever the method, the information
must become a part of the patient’s
permanent medical record.
STEPS IN EFFECTIVE DOCUMENTATION
➢ Use a standardized form.
○ They are teaching tools that can
be an efficient way to quickly find
important information,
○ Narrative report
➢ Document formal and informal
teaching
○ Formal teaching is often thought
of as curriculum that is taught at
a designated time
○ Informal teaching that happens
on an on-going basis.
➢ Describe the response of the
learners.
○ Brief description of the topics
covered, documentation should
include a note about the
interaction/response of the
learner
➢ CONT.
○ When possible, put copies of
educational materials in the
chart.
■ Actual teaching materials
should be included in the
medical record,
■ Helps with the continuity
of care, avoids
unnecessary repetition,
and helps to build on
lessons already learned.
○ Update the teaching plan
■ As patient education is an
ongoing process of
learning and teaching, the
patient’s medical chart
should include space to
update the teaching plan
and include information
about further learning
needs
WHAT TO DOCUMENT?
➢ The patient’s learning needs
➢ The patient’s preferred learning style
and readiness to learn
➢ The patient’s current knowledge about
his or her condition and health care
management
➢ Learning objectives and goals as
determined by both you and the patient
➢ Information and skills you have taught
➢ Teaching methods you have used, such
as demonstration, brochures, and
videos.
➢ Objective reports of patient and family
responses to teaching
➢ Evaluation of what the patient has
learned and how learning was observed
to occur.
BARRIERS TO DOCUMENTATION OF H.E
➢ The interactions of patient, physician
and systemic factors have implications
for the implementation of patient
education
➢ The failure of adequate patient
education may be attributed to the lack
of patient adherence
➢ The failure of nurses’ knowledge and
skill level
➢ Organization of necessary programs in
the current healthcare system.
➢ The lack of educational resources
SUMMARY
➢ Evaluation is a powerful strategy for
distinguishing programs and
interventions that make a difference. It
is a driving force for developing and
adapting sound strategies, improving
existing programs, and demonstrating
the results of teaching in time and other
resources. It also helps determine if
what is being done is worth the cost
➢ Patient education is an essential
nursing practice standard that
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 meaningfully impacts a patient's health
and quality of life. Education is used to
empower the patient and is an important
aspect of with improved health
outcomes
LECTURE 04: EVIDENCE-BASED
PRACTICE
March 20, 2023 Monday
WHAT IS EVIDENCED PRACTICE
➢ EBP is a problem solving approach that
enables clinicians to provide the highest
quality of care for patient and families
by integrating following approaches:
○ Critical Appraisal and critique of
the most relevant
research(evidence)
○ Considering the own clinician
expertise
○ Considering preferences and
values of the patient. (Melnyk &
Fineout Overholt, 2019).
DEFINITION AND CHARACTERISTICS OF
EBP.
➢ (EBP) is the conscientious use of
current best practice evidence in
making decisions about patient care. It
is a lifelong problem solving approach to
clinical practice that integrates the most
relevant and best research, one’s own
clinical expertise and patient
preferences and values
➢ Evidence based medicine, generated
from systematic reviews of clinically
randomized trials, has been
acknowledged as the strongest
evidence upon which practice decisions.
➢ EBP is the integration of best evidence
available, nursing expertise, the values
and preference of the individuals.
Families and communities who we
served( Sigma Theta Tau International,
2005)
➢ With the application of EBP comes
better patient outcomes, which can
decrease the demand for healthcare
resources. Thus, healthcare
organizations can reduce expenses.
○ For example, outdated practices
may have included supplies,
equipment or products that are
no longer necessary for certain
procedures or techniques.
○ EBP is an essential
component of safe, quality
patient care. Nurses must be
aware of current practices in
order to provide care to
patients with complicated and
debilitating conditions.
BENEFITS OF EBP TO NURSES AND
PATIENT
➢ The inclusion of EBP in nursing
provides nurses with the scientific
research to make well-founded
decisions.
➢ Through EBP, nurses can stay updated
about new medical protocols for patient
care. By searching for documented
interventions that fit the profiles of
their patients, nurses can increase their
patients' chances for recovery
➢ EBP enables nurses to evaluate
research so they understand the risks or
effectiveness of a diagnostic test or
treatments. The application of EBP
enables nurses to include patients in
their care plan. This allows patients
to have a proactive role in their own
healthcare since they can voice
concerns, share their values and
preferences, and make suggestions on
how they want to proceed.
CONCERNS RELATED TO EBP IN NURSING
➢ EBP is focused on science of nursing
rather than art of Nursing
➢ Strict reliance on EBP will place the
nurses in role of medical technician,
where nursing will be reduced to
technical practice
➢ Research involving human is complex,
findings must be open for interpretation
and only a basis for practice
➢ It relates to promoting a link with EBM
➢ It is concern relates to potential linking
healthcare reimbursement
PROMOTION OF EBP IN NURSING
➢ Implementation of EBP in Nursing is still
evolving, as often as nursing
intervention are based on experience,
tradition, intuition common sense, and
untested theories
➢ EBP has grown rapidly, especially over
the last decade, the incorporation of
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 nursing research findings had stopped.
Integration of best Evaluate
➢ There is a significant support for clinical research effectiveness of
increasing emphasis on EBP in Nursing evidence, clinical nursing interventions
and many organization such as IOM, expertise and patient and to provide
STTI, values. direction for further
➢ Practitioners, researchers, and scholars improvement in the
should welcome it as because a Is the conscious and achievement of
systematic EBP may assist nurses in judicious use of quality clinical
reducing the gap between the theory current best evidence outcomes and cost
and practice in conjunction with effectiveness.
clinical expertise and
patient values to Bring about
guide health care immediate
decisions improvement of care
(LoBiondo-Wood & in a specific setting
Haber, 2010)
To compare
Translate research organization to
into practice standards or
benchmarks.
Increase the To improve patient
effectiveness of care processes
treatment
Seeks to improve
Encourage some processes in unit and
consistency in organization
practice

Utilize
interdisciplinary
approach
WHAT CAN A QUALITY IMPROVEMENT
LEARNS FROM EVIDENCE BASED To improve practice
PRACTICE
➢ Evidence-based medicine and quality
BARRIERS TO IMPLEMENTING EBP
improvement are among the most
commonly-used terms in healthcare and ➢ Lack of Demands from
health systems. knowledge patients on certain
➢ Evidence-based medicine is credited as and skills type of Tx
one of the greatest medical advances of ➢ Cultures Peer/leader/manager
the 20th century and has influenced steeped in resistance
spheres far beyond health, from tradition Resistance to
‘evidence-based policy’ to ➢ Negative change
‘evidence-based conservation attitude about Lack of
➢ The incorporation of quality research and consequences for not
improvement into daily clinical practice, EBP implementing EBP
comparison of quality improvement with ➢ Lack of belief Lack of autonomy
evidence-based medicine may provide resulting in + and power to change
insights to inform the future progress of outcome Inadequate EBP
the quality improvement movement ➢ Too much content and
information behavioral skill in
EBP AND QUALITY IMPROVEMENT ➢ Lack of time educational
and resources programs
EVIDENCE BASED QUALITY
➢ Too much
PRACTICE IMPROVEMENT

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 ○ Specific Criteria To Distinguish
patient loads
➢ Organizational Between Interactions That Are
constraints Appropriate:
➢ Lack of EBP ■ Risk of harm to the
mentors students or to the
student-teacher
relationship
LECTURE 05: ETHICO-MORAL AND ■ Presence of coercion or
LEGAL FOUNDATIONS OF CLIENT exploitation
EDUCATION ■ Potential benefit to
March 20, 2023 Monday students or the student –
teacher relationship
■ Balance of student’s
CODE OF ETHICS
interest and teachers’
➢ Is an articulation of nine provisions for
interest
professionals values and moral
■ Presence of professional
obligations with respect to nurse patient
ideals
and co-workers relationship.

➢ THE PATIENT-PROVIDER
HONOR HUMAN DIGNITY
RELATIONSHIP
➢ Honor human dignity
○ It is important to recognize the
➢ Nurse-patient boundaries
balance of power that exists
➢ Privacy and confidentiality
between a nurse to a nursing
➢ Accountable for actions
student and a patient.
➢ Maintain competence, safety and
○ Ethics of being a patient includes
integrity and personal growth
respecting nurses and trusting
➢ Deliver a high quality of care
them to have the best interest.
➢ Contributes to advancement of his
○ Care rendered to patients as
profession
being ethical task
➢ Participates in global efforts for health
○ Patients have a moral claim on
promotion and prevention
the nurse competence.
➢ Involve in professional nursing
○ Criteria To Assist The Teacher
organization
In Counseling The Patient.
■ Risk of harm to the
APPLICATION OF ETHICAL PRINCIPLES
students or to the teacher
OF PATIENT EDUCATION
relationship
➢ Autonomy
■ Presence of coercion or
➢ Veracity
exploitation
➢ Confidentiality
■ Potential benefit to
➢ Nonmaleficence
students or the student –
➢ Beneficence
teacher relationship
➢ Justice
■ Balance between
students’ interest and
THE ETHICS OF EDUCATION IN
teachers interest
CLASSROOM AND PRACTICE SETTINGS
■ Presence of professional
➢ THE STUDENT-TEACHER
ideals
RELATIONSHIP
○ The teacher possesses
STEPS DESIGNED TO BETTER GUIDE
discipline-specific responses
ETHICAL DECISION MAKING
which is the key to students
1. The identification of ethical problem
academic success, career
2. The collection of information to identify
achievement and competent care
the problem and develop solutions
of patients.
3. The development of alternatives for
○ Potential blurring of
analysis and comparison
professional-personal boundaries
4. The selection of best alternatives and

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 justification 3. Patient autonomy
5. The development of diverse, impractical 4. Demands on providers
ways to implement ethical decisions and 5. Physician meeting minimum standards
actions
6. The evaluation of effects and the
development of strategies to prevent
similar occurrences

LEGALITY OF PATIENT EDUCATION AND

INFORMATION
➢ Patients’ bill of rights is the right of the
patient to adequate information
regarding his physical condition,
medication, risk, and access to
information regarding alternative
treatment
➢ The Joint Commission (TJC) stated the
patient right to education and
information
➢ The regulations pertaining to a patient's
education are published and enforced
in many states.
➢ Physicians are responsible and
accountable for proper patient
education
➢ Patient education is central to the
culture of nursing as well as to its legal
practice.

LEGAL AND FINANCIAL IMPLICATION OF

DOCUMENTATION
➢ To qualify for Medicare and
medic-aid reimbursement, the hospital
has to show evidence that patient
education has been a part of patient
care.
➢ Respondeat superior provides that
the employer may be held liable for
negligence, assault, and battery, false
imprisonment, slander, libel, and tort

IDENTIFICATION OF PATIENT AND FAMILY

EDUCATION IS BASED ON THE
FOLLOWING:
➢ Readiness to learn
➢ Obstacles to learning (language,
sensory visual or hearing, low literacy,
cognitive deficit
➢ Referrals, which include a patient
advocate or ethics committee

FACTORS THAT AFFECT OBTAINING

INFORMED CONSENT
1. Patient comprehension
2. Patient use of disclosed information

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