developing a health education plan a Flashcards
A written or printed course of action that contains health
promotion and disease prevention programs and/or
activities for a target individual, group, community or family
basing on their health needs/problems
HEALTH EDUCATION PLAN
TARGET PARTICIPANTS
- Get background information about the client/participants
o who
o what
o where
is the process of identifying
and understanding the health problems of the
community, and their possible causes.
Needs assessment
TOPIC SELECTION
Factors to consider:
o Program/activity objectives
o Time allotment
o Avoid cramming too much information and details
Types of Objectives:
Educational objectives
Instructional objectives
Behavioral/learning objectives
Types of Objectives:
▪ identify the intended outcomes of the
education process
▪ Within four years after graduation, alumni
of the Nursing Department shall
demonstrate ability to carry out basic and
advance nursing interventions.
o Educational objectives
Types of Objectives:
▪ describe the teaching activities, specific
content areas, and resources used to
facilitate effective instruction
▪ The students will be able to solve four out
of five linear equations, without the aid of
outside materials, in one hour.
Instructional objectives
Types of Objectives:
describe precisely what the learner will
be able to do following a learning
situation
▪ action-oriented and learner centered
▪ intended result of instruction
▪ what the learner will be able to do after a
learning situation
▪ After the lecture-discussion, students will
be able to recall the four major food
groups without error.
o Behavioral/learning objectives
must be achieved first before a goal is reached
Objectives
OBJECTIVES|
A
o B
o C
o D
—audience (who)|
—behavior (what)
—condition (under which circumstance)
—degree (how well, to what extent, within what
time frame)
Characteristics:
- what the learner is expected to be
able to do
Performance
Characteristics:
- situations under which the behavior
will be observed
Condition
Characteristics:
- how well, with what accuracy, or within
what time frame the learner must be able to
perform
Criterion
SMART
(Specific, Measurable, Attainable, Realistic,
Timely)
Taxonomy of Objectives:
▪ skills domain
▪ involves acquiring fine and gross motor
abilities such as walking, handwriting,
manipulating equipment,
c. Behavioral
Taxonomy of Objectives:
▪ feeling domain
▪ involves an increasing internalization or
commitment to feelings expressed as
emotions, interests, beliefs, attitudes,
values, and appreciations
Affective
Taxonomy of Objectives:
▪ learning domain
▪ Involves acquiring information and
addressing the development of the
learner’s intellectual abilities, mental
capacities, understanding, and thinking
processes
Cognitive
the tools and aids used to transmit information that
supplement, rather than replace, the act of teaching and the
role of the nurse as educator
RESOURCES
refers to the extent to which you have achieved your goals and objectives. While planning your health education work, you should have set down certain learning and behavioral objectives – and by using the process of evaluation you will be able to assess whether you have achieved these
objectives.
Effectiveness
means the extent to which you have achieved your
objectives with the available amount of resources.
In other words, it refers to the proper utilization of
resources when achieving your health education
objectives.
Efficiency
EVALUATION
Types:
assessing the process of your health
education implementation and how the
work takes place
Process evaluation
EVALUATION
Types:
assessing the immediate effects of your
health education activities on the people
who have received health education
messages
b. Impact evaluation
EVALUATION
Types:
assessment of some of these
measurable long-term outcomes or
effects of your health education activities
Outcome evaluation
