HEALTH EDUCATION PREFINAL
○ OTHERS EXTERNAL — others
MOTIVATION AND ADHERENCE: IMPACT ON
CHANGING BEHAVIOR
MOTIVATION
> from the Latin word "movere", means to set into
motion.
> defined as a process, a state, or a force.
MOTIVATIONAL CONSTRUCTS — components
of motivation that serve as internal or external
forces influencing an individual to act or not to act.
MOTIVATION CAN BE:
INTRINSIC — a drive that comes from within the
self
EXTRINSIC — a drive that comes from outside self
MOTIVATIONAL INCENTIVES — factors that
influence motivation in the direction of a desired
goal and need to be considered in the context of
the individual.
THESE RESEARCHERS HAVE IDENTIFIED
THE FOLLOWING PRIMARY CONSTRUCT:
1. NEUROCOGNITIVE ACTIVITIES — one
key cognitive activity that impacts motivation
is activating the neural connections within
the brain.
2. MOTIVATIONAL STATE — interplay of an
individual's emotional and cognitive
behaviors.
3. PERSONAL ATTRIBUTES AND BELIEFS
— innumerable personal variables influence
motivation to learn, such as developmental
stage, cognitive abilities etc.
● LOCUS OF CONTROL — refers to an
individual's sense of responsibility for their
own behavior and the extent to which
motivation to act originates from within the
person (internal) or is influenced by others
(external).
● HEALTH LOCUS OF CONTROL —
specifically relates LOC to health behaviors
and describes an individual's belief that
health is dependent on internal and external
factors (Wallston et al., 1978).
○ INTERNAL — power originates from
within and is related to personal
abilities.
○ CHANCE EXTERNAL — fate is a
powerful outside influence.
such as family, friends, and
associates are powerful influences.
○ DOCTORS EXTERNAL — doctors
have power to control outcomes.
● SELF-EFFICACY — another subset of
these personal attributes and beliefs
construct; defined as a person's belief in
their own capacities or abilities to achieve
one or more goals they set.
4. CONTEXT OF SOCIETY, GROUPS, AND
CULTURES — within which a person lives
and interacts also guides motivation and
behavior.
❖ SOCIETAL CONTEXT — variables
differ as to intensity depending on
fluctuating circumstances.
❖ INTERACTION WITH MEMBER OR
GROUPS — known as external
motivators, the learner may feel the
need to work toward the
expectations of others or help to
meet the needs of others.
❖ CULTURAL INFLUENCES — may
or may not be an important factor
from the learner's perspective.
5. SELF-REGULATION LEARNING
ACTIVITIES
● Most integrative construct of motivation
revolves around the intersectionality of self-
regulated learning activities.
● SRL is a cyclical process consisting of three
phases:
(1) IN PHASE 1, FORETHOUGHT (focus is on goal
setting) — revolves around planning, including task
analysis and self-motivational beliefs.
(2) IN PHASE 2, PERFORMANCE — includes two
categories: self-control and self- observation.
a. SELF CONTROL — the doing, which
involves imagery of making a task happen
through self-instruction, focused attention,
and implementation of the pre planned
strategies.
b. SELF-OBSERVATION — monitoring the
effectiveness of the task strategies, which
involves self- experimentation (trial and
error) to determine what is and is not
effective.
(3) IN PHASE 3, SELF-REFLECTION — includes
the evaluation of achievement or lack thereof
following the performance. It consists of two
activities, self- judgment and self-reaction.
a. SELF-JUDGMENT — involves self-
evaluation or critiquing the outcome.
HEALTH EDUCATION PREFINAL
b. SELF-REACTION — affective response to
the results.
MOTIVATIONAL AXIOMS
AXIOMS — premises on which an understanding of
a phenomenon is based.
Motivational axioms are rules that set the stage for
motivation. They include:
(1) STATE OF OPTIMAL ANXIETY — learning
occurs best when a state of moderate anxiety
exists.
(2) LEARNER READINESS — desire to move
toward a goal and readiness to learn are factors
that influence motivation.
(3) REALISTIC GOAL SETTING — goals that are
realistic, or within a person's grasp and possible to
achieve, will likely be something toward which an
individual will work.
(4) LEARNER SATISFACTION OR SUCCESS —
learners are motivated by success.
● SUCCESS, is self- satisfying and feeds a
learner’s self-esteem.
(5) UNCERTAINTY-REDUCING OR
UNCERTAINTY MAINTAINING DIALOGUE —
uncertainty (as well as certainty) can be a
motivating factor in the learning situation.
ASSESSMENT OF MOTIVATION
Redman (2001) views motivational assessment as
a part of general health assessment and that it
includes such areas as level of knowledge, client
skills, decision-making capacity of the individual,
screening of target populations for educational
programs
COMPREHENSIVE PARAMETERS FOR
MOTIVATIONAL ASSESSMENT OF THE
LEARNER (CAPEEE)
COGNITIVE VARIABLES
● Capacity to learn
● Readiness to learn
● Facilitating beliefs
AFFECTIVE VARIABLES
● Expressions of constructive emotional state
● Moderate level of anxiety
PHYSIOLOGICAL VARIABLES
● Capacity to perform required behavior
EXPERIENTIAL VARIABLES
● Previous successful experiences
ENVIRONMENT VARIABLES
● Appropriateness of physical environment
● Social support systems: Family, Group,
Work, Community resources
EDUCATOR-LEARNER SYSTEM
● Prediction of positive relationship
➔ MOTIVATED STRATEGIES FOR
LEARNING QUESTIONNAIRE (MSLQ) —
one measurement tool for motivation; this
self-reporting scale focuses on cognitive
aspects of motivation, learning strategies,
goals, and value beliefs for specific
educational sessions or courses.
MOTIVATIONAL STRATEGIES
❖ PRE TASK STRATEGIES — occurs prior to
the learning that will take place; assessing
the learner’s prior experiences, self-efficacy,
fears, and goals.
❖ DURING TASK STRATEGIES — this type
of strategy happens while learning is taking
place.
❖ POST TASK STRATEGIES — comes in
many forms and combinations; among the
most effective are self-evaluation of
collaboratively developed goals, of rewards
or incentives, and of feedback.
ADHERENCE
➔ According to WHO, it is the extent to which
a person’s behavior corresponds with
agreed recommendations from a health
care provider.
➔ Mihalko et al. (2004) define adherence as a
“level of participation achieved in a
behavioral regimen once an individual has
agreed to the regimen”
NONADHERENCE
➔ Occurs when the person does not follow the
planned recommendations that are mutually
agreed upon.
➔ According to the World Health Organization,
nonadherence can be determined by the
interplay of five sets of factors or
dimensions;
(1) socioeconomically related
(2) patient related
(3) condition related
(4) therapy related
(5) healthcare team or system related
HEALTH EDUCATION PREFINAL
PATIENT FACTORS THAT CONTRIBUTE TO
NONADHERENCE;
★ Stress
★ Forgetfulness
★ Substance abuse
★ Having multiple medical conditions.
★ Uncertainty about health beliefs and
practices.
★ Real or perceived stigma associated with
the conditions for which the patient is being
treated.
Overview of the selected models and theories:
(1) HEALTH BELIEF MODEL — psychological
framework that helps explain and predict
individuals' health-related behaviors.
MAJOR INTERACTING COMPONENTS:
(1) INDIVIDUAL PERCEPTION — include the
subcomponents of perceived susceptibility
or perceived severity of a specific disease.
❖ PERCEIVED SUSCEPTIBILITY — about
how likely someone feels they are to get a
specific disease or health condition.
❖ PERCEIVED SEVERITY — how serious
someone believes a disease or health
condition is.
(2) MODIFYING FACTORS
❖ DEMOGRAPHIC VARIABLES — age, sex,
race, and ethnicity.
❖ SOCIO PSYCHOLOGICAL VARIABLES —
factors related to social and psychological
influences on health; include things like
personality traits, beliefs about control,
social class, and pressure from peers or
reference groups.
❖ STRUCTURAL VARIABLES — factors
related to knowledge and previous
experiences with a specific disease or
health condition.
(3) LIKELIHOOD OF ACTION
❖ PERCEIVED BENEFITS OF PREVENTIVE
ACTION — means that if someone believes
that a specific action or behavior will have
positive outcomes or advantages for their
health, they are more likely to do it.
❖ PERCEIVED BARRIERS TO PREVENTIVE
ACTION — obstacles or challenges that
someone sees as getting in the way of
taking preventive action.
(2) HEALTH PROMOTION MODEL — assist
nurses in understanding the major
determinants of health behaviors as a basis
for behavioral counseling to promote
healthy lifestyle.
❖ INDIVIDUAL CHARACTERISTICS AND
EXPERIENCE — which consist of two
variables— prior related behavior and
personal factors.
❖ BEHAVIOR-SPECIFIC COGNITIONS AND
AFFECT — consist of perceived benefits of
action, perceived barriers to action,
perceived self-efficacy, activity-related
affect, interpersonal influences, and
situational influences.
❖ BEHAVIORAL OUTCOMES — consist of
health-promoting behavior partially
mediated by commitment to a plan of action
and influenced by immediate competing
demands and preferences
(3) SELF-EFFICACY THEORY — a predictive
theory in the sense that it deals with the
belief that one is competent and capable of
accomplishing a specific behavior.
(4) PROTECTION MOTIVATION THEORY —
explains behavioral change in terms of
threat and coping appraisals.
(5) CHANGE THEORY AND MODEL —
mounting evidence indicates that memory,
beliefs, and behavior change are contiguous
processes that develop and strengthen over
time (Schunk, 2020; Wolfe, 2010)
● LEWIN’S CHANGE THEORY
> Lewin (1935) was a pioneer in the
development of change theory.
> While this theorist’s work centered
around group and organizational change,
the theory is transferable to change with
individuals as well.
> His three- stage process involves
unfreezing, change, and refreezing.
STAGES OF CHANGE MODEL
(1) PRECONTEMPLATION —
individuals have no current intention
of changing.
(2) CONTEMPLATION — individuals
accept or realize that they have a
problem and begin to think seriously
about changing it.
(3) PREPARATION — planning to act
within the time frame of 1 month.
(4) ACTION — behavior is
overtly/visibly modified.
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(5) MAINTENANCE — difficult stage to
achieve and may last 6 months to a
lifetime.
(6) TERMINATION — occurs when the
problem no longer presents any
temptation.
(6) THEORY OF REASONED ACTION AND
THEORY OF PLANNING
❖ THEORY OF REASONED ACTION (TRA)
— based on the premise that humans
behave in a rational way that is consistent
with their beliefs (Fishbein, 2008).
❖ THEORY OF PLANNED BEHAVIOR — the
TPB added a third element to the TRA
model—the concept of perceived behavioral
control (Ajzen, 1991).
(7) THERAPEUTIC ALLIANCE MODEL
> Barofsky’s (1978) therapeutic alliance model
addresses a shift in power from the provider to a
learning partnership in which collaboration and
negotiation with the consumer are key.
INTEGRATION OF MODELS FOR USE IN
EDUCATION
(8) SOCIAL ECOLOGICAL MODELS
➔ Give direct focus to the societal context or
environment of individuals within which their
health behaviors occur.
➔ Most inclusive model.
➔ It incorporates a number of factors specified
in the other theories and models.
FIVE LEVELS OF INFLUENCE ON HEALTH
BEHAVIOR
(1) Intrapersonal or Individual Factors
(2) Interpersonal and Relationship Factors
(3) Organization and institution factors
(4) Community factors
(5) Societal or public factors
MODELS FOR HEALTH EDUCATION
The selection of models for educational use can be
made based on the following considerations:
(1) SIMILARITIES AND DISSIMILARITIES OF
HEALTH EDUCATION MODELS
➢ HBM (Health Belief Model) — emphasizes
susceptibility to disease and the likelihood
of preventive action.
➢ HPM (Health Promotion Model) —
emphasizes health potential and health-
promoting behaviors.
➢ The Self-efficacy Theory, TRA, TPB are
similar in that they focus on the predictions
or expectations of specific behavior.
➢ The Stages of Change model, similar to
Self-efficacy Theory, TRA, and TPB,
focuses on intent but is simpler and time-
sensitive. It lacks consideration of personal
characteristics.
➢ Protection Motivation Theory aligns with
TRA and TPB, emphasizing cognitive
processing leading to intent for health
behavior.
➢ The HBM, HPM, Self-efficacy Theory,
Protection Motivation Theory, TRA, and
the TPB are similar in that they
acknowledge factors such experiences,
perceptions, or beliefs.
➢ GEBHARDT AND MAES (2001) proposed
model integration by advocating for a multi
theory approach to promote learner
behaviors.
➢ POSS (2001) developed a model
synthesizing the HBM and the TRA, noting
that a synthesized model is appropriate for
the study of persons from varying cultural
backgrounds.
➢ BRUHN AND PARCEL (1982) model of
children's health promotion in adolescents
with type 1 diabetes using structural
equation modeling analysis.
➢ Developmental stages of the learner
incorporate principles of pedagogy
(teaching children), andragogy (teaching
adults), and geragogy (teaching older
adults) to meet the needs of the learner.
CHAPTER 10: BEHAVIORAL OBJECTIVES
HEALTH EDUCATION PREFINAL
AND TEACHING PLANS
IDENTIFICATION OF NEED
➔ PREREQUISITE TO FORMULATING
BEHAVIORAL OBJECTIVES
BEHAVIORAL OBJECTIVES
➔ SERVES AS A ROAD MAP; TO GUIDE
SUBSEQUENT PLANNING,
IMPLEMENTATION, AND EVALUATION
OF TEACHING AND LEARNING.
BLOOM’S TAXONOMY OF OBJECTIVE
➔ pertains to the level of knowledge to be
learned
3 TYPES OF OBJECTIVES
1. EDUCATIONAL OBJECTIVE — are used
to identify the intended outcomes of the
education process.
2. INSTRUCTIONAL OBJECTIVE — describe
teaching activities, specific content areas,
and resources to facilitate effective
instruction.
3. BEHAVIORAL OBJECTIVE (a.k.a
learning) objective) — action-oriented,
learner-centered, and outcome-focused
precisely describes what the learner will be
able to do following a learning situation.
GOALS
➔ a.k.a learning outcomes
➔ final outcome to be achieved at the end of
the teaching and learning process.
OBJECTIVES
➔ short-term
➔ should be achieved at the end of one
teaching session or shortly after several
teaching session.
➔ specific, single, concrete, one- dimensional
behavior. describes a performance that
learners should be able to exhibit before
they are considered competent.
SUB OBJECTIVES
➔ reflect aspects of a main objective
➔ specific statements of short- term behaviors
that lead to the achievement of the primary
objective.
OBJECTIVES & SUBOBJECTIVES —
specify what the learner will be able to do
after being exposed to one or more learning
experiences.
10 IMPORTANCE OF USING BEHAVIORAL
OBJECTIVES
1. Helps keep educators’ thinking on target and learner-
centered
2. Communicates to learners and healthcare team
members what is planned for teaching and learning.
3. Helps learners understand what is expected of them
so they can keep track of their progress.
4. Forces the educator to select and organize
educational materials so they do not get lost in the
content and forget the learner’s role in the process.
5. Encourages educators to evaluate their own motives
for teaching.
6. Tailors teaching to the learner’s unique needs.
7. Creates guideposts for teacher evaluation and
documentation success and failure.
8. Focuses attention on what the learner will come away
with once the teaching-learning process is completed,
not on what is taught.
9. Orients teacher and learner to the end results of the
educational process.
10. Makes it easier for the learner to visualize performing
the required skills.
WRITING BEHAVIORAL OBJECTIVES AND
GOALS
A. ROBERT MAGER’S BEHAVIORAL
OBJECTIVES
PERFORMANCE — outlines the actions learners
must demonstrate to show they’ve achieved the
objectives accepted by the teacher.
CONDITION — outlines when the behavior will be
observed or expected to happen
CRITERION — details the level of proficiency,
accuracy, or time frame required for the learner to
be deemed competent in performing the behavior.
B. SMALDINO’S ABCD RULE (C.A.B.D)
A: AUDIENCE (WHO)
B: BEHAVIOR (WHAT)
C: CONDITION (UNDER WHICH
CIRCUMSTANCE)
D: DEGREE (HOW WELL, TO WHAT EXTENT,
WITHIN WHAT TIME FRAME)
EXAMPLE:
C: Following a 60-minute lecture on Health
Education
A: Student nurses
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B: Will state
D: Difference between goals and objectives
TAXONOMY OF OBJECTIVES ACCORDING
TO LEARNING DOMAINS
a. COGNITIVE
b. PSYCHOMOTOR
c. AFFECTIVE
TAXONOMY — a way to categorize things
according to how they are related to one another.
A. COGNITIVE DOMAIN (THINKING) — involves
acquiring information and addressing the
development of the learner's intellectual abilities,
mental capacities, understanding and thinking
processes.
6 LEVELS IN THE COGNITIVE DOMAIN
1. KNOWLEDGE LEVEL — ability of the
learner to memorize, recall, define,
recognize, or identify specific information
(facts, rules, etc...), presented during
instruction.
2. COMPREHENSION LEVEL — ability of
the learner to demonstrate an
understanding of what is being
communicated by recognizing it in a
translated form.
3. APPLICATION LEVEL — ability of the
learner to use ideas, principles,
abstractions, and theories in specific
situations. (i.e. reading, writing, handling
equipment)
4. ANALYSIS LEVEL — ability of the
learner to recognize and structure
information by breaking it down into its
separate parts and specifying relationships
between the parts.
5. SYNTHESIS LEVEL — ability of the
learner to put together parts into a unified
whole by creating a unique product (written,
oral, picture form).
6. EVALUATION LEVEL — ability of the
learner to judge the value of something by
applying appropriate criteria.
MASSED PRACTICE (cramming) — learning
information all at once much less effective for
remembering facts.
DISTRIBUTED PRACTICE (spacing effect) —
learning information over successive periods of
time
B. AFFECTIVE DOMAIN (FEELING) — involves
an increasing internalization or commitment to
feelings as expressed as emotions, interests,
beliefs, attitudes, values, and appreciation.
5 LEVELS IN THE AFFECTIVE DOMAIN
1. RECEIVING LEVEL — ability of the
learner to show awareness of an idea or
fact or a consciousness of a situation or
event in the environment.
2. RESPONDING LEVEL — ability of the
learner to respond to an experience, at first
obediently and later willingly and
satisfaction.
3. VALUING LEVEL — ability of the learner
to regard or accept the worth of a theory,
idea, or event.
4. ORGANIZATION LEVEL — ability of the
learner to organize, classify, and prioritize
values by integrating a new value into a
general set of values
5. CHARACTERIZATION LEVEL — ability
of the learner to display adherence to a total
philosophy or worldview.
MENIX’S 3 LEVELS IN THE AFFECTIVE
DOMAIN
1. INTRAPERSONAL LEVEL — personal
perceptions of one’s own self (self- concept,
self-awareness, and self-acceptance).
2. INTERPERSONAL LEVEL —
perspective of self in relation to other
individuals.
3. EXTRAPERSONAL LEVEL —
perception of others as established groups.
C. PSYCHOMOTOR DOMAIN (SKILLS)
➔ involves acquiring fine and gross motor
abilities (e.g. walking, handwriting,
performing a procedure etc.)
➔ integration of both cognitive and affective
domain is required
7 LEVELS IN THE PSYCHOMOTOR
DOMAIN
1. PERCEPTION LEVEL — ability of the
learner to show sensory awareness of
objects or cues associated with some tasks
to be performed.
2. GUIDED RESPONSE LEVEL — ability of
the learner to exert effort via overt actions
under the guidance of an instructor to
imitate an observed behavior with conscious
awareness of effort.
3. MECHANISM LEVEL — ability of the
learner to repeatedly perform steps of a
desired skill with a certain degree of
HEALTH EDUCATION PREFINAL
confidence, indicating mastery to the extent
that some of all aspects of the process
become habitual.
4. COMPLEX OVERT RESPONSE LEVEL
— ability of the learner to automatically
perform a complex motor act with
independence and high degree of skill,
without hesitation and with minimum
expenditure of time and energy
5. ADAPTATION LEVEL — ability of the
learner to modify or adapt a motor process
to suit the individual or various situations,
indicating mastery of highly developed
movements that can be suited to a variety of
conditions.
6. ORGANIZATION LEVEL — ability of the
learner to create new motor acts (e.g. novel
ways of manipulating objects or materials)
as a result of an understanding of a skill and
a developed ability to perform skills.
DAVE’S 5 LEVELS OF PSYCHOMOTOR
LEARNING (I.M.P.A.N)
1. IMITATION
➢ observed actions are followed
➢ learner’s movements are gross,
coordination lacks movements,
errors occur
➢ time and speed required to perform-
based on learner needs
2. MANIPULATION
➢ written observations are followed
➢ learners' coordinated movements
are variables.
➢ ACCURACY — measured based on
the skill of using written procedures
as a guide.
➢ time and speed required to perform-
vary.
3. PRECISION
➢ logical sequence of actions is carried
out
➢ LEARNER’S MOVEMENT —
coordinated at a higher level, errors
are minimal and relatively minor.
➢ time and speed required to perform-
remain variable
4. ARTICULATION
➢ sequence of actions is automatic
➢ learner’s movements are
coordinated at a higher level, errors
are limited
➢ TIME AND SPEED REQUIRED TO
PERFORM — within reasonable
expectations
5. NATURALIZATION
➢ sequence of action is carried out
➢ learner’s movements are
coordinated at a consistently high
level, errors are almost nonexistent
➢ TIME AND SPEED REQUIRED TO
PERFORM — within realistic limits;
performance reflects professional
competence.
TEACHING OF PSYCHOMOTOR SKILLS
DIFFERENT TEACHING METHODS — useful for
the development of psychomotor skills
EXAMPLES:
(1) demonstration return demonstration
simulation self-instruction videos (DVDs)
audiotapes
(2) models
(3) posters
PSYCHOMOTOR SKILLS
➢ egocentric
➢ usually requires a great deal of
concentration as the learner works toward
mastery of a skill (Oermann, 1990)
PERFORMANCE VS. LEARNING
➢ the ability to perform a skill is not equivalent
to having learned or mastered a skill
➢ PERFORMANCE — transitory
➢ LEARNING — more permanent behavior;
follows from repeated practice and
experience.
SITUATED COGNITION
➢ theory that describes knowing as
inseparable from doing.
➢ learners are challenged to think critically
about what they know and can do in the
context of the specific situation in which
they are functioning.
FACTORS THAT AFFECT LEARNERS
ACQUISITION TO NEW SKILLS
(1) READINESS TO LEARN — motivation to
learn; affects degree of effort exhibited by
the learner in working toward mastery of
skill.
(2) PAST EXPERIENCE
➢ learner’s familiarity with equipment or
techniques
➢ mastery of new skill may be achieved at a
faster rate
HEALTH EDUCATION PREFINAL
➢ TRANSFER OF LEARNING — effects of
learning one skill on the subsequent
performance of another related skill.
(3) ANXIETY LEVEL — illness state/ other
physical or emotional impairments.
(4) DEVELOPMENTAL STAGE
➢ physical, cognitive, and psychosocial
developmental stages — influence an
individual’s ability to master a movement-
oriented task
(5) PRACTICE SESSION LENGTH
➢ short and carefully planned practice
sessions and frequent rest periods —
valuable techniques to increase learning
rate and success
SELECTIVE ATTENTION — process of
recognizing and selecting appropriate and
inappropriate stimuli.
2 KINDS OF STIMULI:
❖ RELEVANT STIMULI — environmental
influences that will assist learners in
achieving the best performance
❖ IRRELEVANT STIMULI — factors that
interfere with a specific performance
MENTAL IMAGING ( mental practice) — helpful
alternative for teaching motor skills suitable for
patients with mobility deficits or fatigue.
2 KINDS OF FEEDBACK
❖ INTRINSIC FEEDBACK
➢ feedback generated from within the learners
giving them a sense of or a feel for how they
have performed.
➢ example: learners receive this kind of
feedback during skill practice
❖ AUGMENTED FEEDBACK
➢ the teacher shares information or opinion
with the learners.
➢ conveys a message through body language
about how well they performed.
DEVELOPMENT OF TEACHING PLANS
TEACHING PLAN
➔ blueprint to achieve the goal and the
objectives that have been developed.
➔ it should indicate the purpose, content,
methods, tools, timing, and evaluation of
instruction.
➔ it should clearly and concisely identify the
order of these various parts of the education
process
3 MAJOR PURPOSES OF TEACHING
PLANS
1. To direct the teacher to look at the
relationship between each of the steps of
the teaching process.
2. To communicate in writing exactly what is
being taught.
3. To legally document that an individual
plan for each learner is in place.
8 BASIC ELEMENTS OF TEACHING
PLAN
1. PURPOSE (the why of the educational
session)
2. STATEMENT OF THE OVERALL GOAL
3. LIST OF OBJECTIVES
4. OUTLINE OF THE CONTENT TO BE
COVERED IN THE TEACHING SESSION/S
5. TEACHING METHOD/S USED FOR
INSTRUCTION OF THE RELATED
CONTENT
6. TIME ALLOTTED FOR THE TEACHING
OF EACH OBJECTIVE
7. INSTRUCTIONAL RESOURCES
(MATERIALS/TOOLS AND EQUIPMENTS)
NEEDED
8. METHOD/S USED TO EVALUATE
LEARNING
USE OF LEARNING CONTRACTS
LEARNING CONTRACT
➢ mutually negotiated agreement.
➢ written (formal) or verbal (informal)
agreement between the teacher and the
learner.
➢ specifies teaching and learning activities
that are to occur within a certain timeframe.
COMPONENTS OF THE LEARNING
CONTRACT
1. CONTENT
➢ specifies the precise behavioral
objectives to be achieved
➢ OBJECTIVES — must clearly state
the desired outcomes of learning
activities.
2. PERFORMANCE EXPECTATIONS
specify the conditions under which learning
activities will be facilitated
(ex: instructional strategies and
resources)
3. EVALUATION — specifies the criteria
used to evaluate achievement of objectives
such as skills, checklists, care
standards/protocols, and agency policies
4. TIME FRAME
HEALTH EDUCATION PREFINAL
➢ specifies the length of time needed
from successful completion of the
objectives
➢ TARGET DATE — reflect a
reasonable period in which to
achieve expected outcomes
depending on the learner’s abilities
and circumstances.
➢ COMPLETION DATE — actual time
it took the learner to achieve each
objective.
THE CONCEPT OF LEARNING CURVE
LEARNING CURVE — used to describe how long
it takes a learner to learn anything new sometimes
referred to as “experience curve theory” (only in
relation to psychomotor domain)
LEE CRONBACH’S LEARNING CURVE
➔ defines learning curve (specifically related
to PSYCHOMOTOR DOMAIN), as “a
record of an individual’s improvement
made by measuring his ability at
different stages of practice and plotting
his scores.”
CRONBACH’S 6 STAGES OF THE LEARNING
CURVE (PSYCHOMOTOR DOMAIN)
1. NEGLIGIBLE PROCESS
➢ very little improvement is detected during
this stage
➢ can be relatively long in cognitive and
physical developing young children (focused
attention and gross and fine motor skills and
older adults with difficulty in perceiving key
discriminations)
➢ PRE-READINESS PERIOD — learner is
not ready to perform entire tasks, but
relevant learning is taking place.
2. INCREASING GAINS
➢ rapid gains in learning occur in this stage
➢ learner grasps the essentials of the task
motivation may account for increased gains
(learner’s interest, receiving approval, and
sense of pride)
3. DECREASING GAINS
➢ the rate of improvement slows.
➢ additional practice does not produce such
steep gains.
➢ learning occurs in smaller increments as the
learner incorporates changes by using cues
to smooth out performance.
4. PLATEAU
➢ no substantial gains are made
➢ LEVELING-OFF PERIOD — minimal rate
of progress in performance.
➢ learner is making adjustments in mastering
the skill; there is NO PERIOD OF NO
PROGRESS because gains in skills can
occur even though overall performance
scores remain stable.
5. RENEWED GAINS — rate of performance rises
again; end of plateau period
SEVERAL FACTORS:
(1) growth in physical development
(2) renewed interest in task response
to challenge drive to perfection
6. APPROACH TO LIMIT
➢ progress becomes negligible
➢ ability to perform a task has reached its
potential learner cannot improve no matter
how much more they practice.
➢ HYPOTHETICAL STAGE — learners never
truly stop learning
INDIVIDUAL LEARNING
➔ irregular
➔ often do not follow a smooth theoretical
curve
FACTORS IN LEARNING THAT PROVIDE UPS
AND DOWNS EXPECTED IN PERFORMANCE:
(1) attention
(2) interest
(3) energy
(4) ability
(5) situational circumstances
favorable/unfavorable conditions
FORGETTING CURVE
➔ a relatively new concept demonstrates how
skills can decay over time when not
reinforced by repeated practice.
➔ EXPERIENCED CURVES — combination
of learning and forgetting curves
➔ longitudinal representation/s between
practice, skill acquisition, and decay over
time.