The Health Teaching Plan

A health teaching plan may emphasize a phase of the behavior- change process that is
related to the family’s health problems. The plan may also follow the sequence of this process
from pretraining to the continued performance of a behavior that helps resolve a health problem.
The written teaching plan represents a package of educational services provided to the family.
The process of generating a teaching plan helps the nurse recognizes and use methods of
learning that involve the family as an active participant. The plan should include a lot of specific
actions or abilities that the family may perform at intervals during and at the end of the
educational intervention. Teaching plan help nurses clarify what the family should be able to do
when the educational intervention is completed.
Assessing Learning Needs
The assessment of learning needs is important in developing health teaching plan for families.
This process involves answering five questions:
1. What are the characteristics and learning capabilities of the family?
2. What are the learner’s needs for health promotion, risk reduction, or health problems?
3. What does the person already know and what skills can the person already perform that
are relevant to the health needs?
4. Is the learner motivated to change any unhealthy behaviors?
5. What are the barriers to and facilitators of health behavior change?

Parts of the Health Teaching Plan

A. Learning Goals
Learning goals are best established through the individual and the nurse working together. These
goals reflect the health behavior or health status change that the person will have achieved by the
end of an educational intervention.
B. Learning Objectives
Learning objectives indicate the steps to be taken by the individual toward meeting the learning
goal and may involve the development of knowledge, skill, or change in attitude. Objectives are
most useful when stated in behavioral terms and when they contain the following components:
the learner and a precise action verb that indicates what the learner should be able to do, the
conditions under which the task is performed, and the specific level of performance expected
(Bastable & Sculco, 1997). Learning objectives guide the selection of content and methods and
help narrow the focus of a teaching plan to more achievable steps; they also aid in getting
standards of performance and suggesting evaluation strategies.
Determining Expected Learning Outcomes
To determine the expected learning outcomes of a health education intervention, the nurse
answers the following questions:
1. What are the participants’ learning goals?
2. What must the learner know, do, and believe to progress through the behavior-change
process?

C. Content
To select appropriate content for a health education program, the nurse considers what
information, skills, and attitudes need to be taught, and the level of learning to be achieved.
Three Domains of Learning
Content is commonly divided into three domains: (1) cognitive, (2) psychomotor, and (3)
affective. Cognitive learning refers to the development of new facts or concepts, building on or
applying knowledge to new situations. Psychomotor learning involves developing physical skills
from simple to complex actions. Affective learning alludes to the recognition of values, religious,
and spiritual beliefs, family interaction patterns and relationships, and personal attitudes that
affect decisions and problem-solving progress.
To learn or change a health behavior, a person may need to acquire new information,
practice some physical techniques, and clarify the ways in which the new behavior may affect
relationships with others. The nurse’s role is to select a combination of content from the three
domains that is appropriate to meet the behavioral objective. To find samples of content for a
teaching plan, the nurse researches resources materials, such as books, teaching guides, journal
articles, pamphlets, and flyers printed by nonprofit agencies and professional organizations. The
nurse should be careful about using materials with technical vocabulary that is too complex for
the person or group.

Level of Learning
The level of learning to be achieved depends on how the nurse anticipates the content will be
used. Bloom’s taxonomy (1969) is widely accepted as the standard tool for arranging levels of
learning objectives according to type and complexity 9Bastable & Sculco, 1997). For example,
in the cognitive domain, levels of learning include the following:
● Knowledge: person recalls facts and the concept
● Comprehension: person understands the meaning of the concept
 ● Application: person uses the concept
● Synthesis: person integrates the concept with other learning
● Evaluation: person judges or compares the concept

When preparing a teaching plan, then nurse differentiates between information the
individual must know and information considered helpful to know to develop appropriate
learning objectives. This process provides cues to the nurse for planning effective strategies and
methods selected should involve the individuals in more active application and analysis of the
content.

D. Learning Strategies
Designing the learning strategies for an educational intervention means selecting the methods
and tools and structuring the sequence of activities. The teaching plan to this point provides the
foundation on which to base the activity selection and sequence. The following questions should
guide the design of learning strategies:
1. What are some basic considerations for selecting teaching methods?
2. How does the nurse establish and maintain a learning climate?
3. What actions can the nurse perform to increase the effectiveness of the learning methods?
4. What are the appropriate methods for each learning domain?
5. What methods tent to promote behavior change?

Considerations for Selecting Methods

First, the nurse considers promoting an environment and using methods that foster self-directed
learning, which implies that the individual develops skills in assessing learning needs and
deciding how to proceed through the learning process. The self- directed learner can participate
in establishing standards of performance and is gradually able to monitor progress. Adult
learners must decide whether they want control or whether they prefer to relinquish the right to
self-direction (Coates, 1999). Greater learning is usually achieved when the learner is an active
participant in the learning process.
Taking into consideration the characteristics of the family and its members
(developmental stage, age, and knowledge of the topic), the nurse selects teaching methods that
best support the goals and theme of the educational program. The flow or order of content should
proceed from simple ideas and skills to the more complex concepts, from known material toward
the lesser known data. The nurse must be sensitive to the energy level and anxiety of the family
when presenting content that either requires strong concentration or causes unwanted anxiety.

Learning Climate
The nurse addresses several activities when seeking to establish an environment that is
conducive to health behavior change. The first activity is creating a sense of preparedness and
organization by providing appropriate physical facilities with adequate furnishings and suitable
audiovisual materials and handouts. Even the instructor’s appearance will lend credibility or
distraction to the presentation.
The second activity involves anticipating the needs of the group and communicating
information about the schedule. This action alleviates the group’s apprehension and makes them
more comfortable in the learning situation.
The third activity focuses on the nurse’s assessment of the individual and group learning
needs, possibly through questions and dialog with the group. Members of the group must believe
that the program will be beneficial and relevant that the program will be beneficial and relevant
to their situations. The instructor should watch for and reinforce signs of motivation to
participate in the experience.
Fourth, with a positive learning climate established, the nurse seeks to maintain a high
level of motivation, a sense of individualized attention, and ongoing progression. As a reality
check, the nurse might ask for periodic feedback from the group about the effectiveness of the
program and its relevance to group needs.
Finally, the nurse works with the group to maintain the learning climate. This process
involves observing group interactions, helping individuals to participate, intervening to help the
group deal with controlling its members, and remaining cognizant of nay dynamics in the group
process that will facilitate or inhibit learning.

Teaching for Each Learning Domain

As mentioned, teaching is directed toward one or more of three learning domains: (1) cognitive,
(2) psychomotor, and (3) affective. Methodologies appropriate for cognitive instruction include
lectures, programmed instruction, simulations, and games, computer-assisted programs, modules,
projects, and role-playing sessions. These methods support teaching that is focused on
transmitting information and changing behaviors as a result of greater mental understanding.
Teaching psychomotor skills is directed toward the student gaining physical skills to
perform procedures treatments or health behaviors independently. Demonstrations, drill and
practice times, games, role- playing exercises, and peer teaching represent effective modes for
teaching psychomotor skills.
 Learning in the affective domain involves a change in attitudes or emotions that will
affect behaviors. Suggested teaching methods include discussion, simulations, role playing, and
field experiences (Redman, 1997).
The nurse can evaluate the effectiveness of teaching and learning in all domains through
the use of written or oral testing, demonstrations, observation, self- reports, and self-monitoring.
Teaching methods for one domain may overlap the teaching methods for another domain.
 HEALTH TEACHING PLAN FORMAT

Purpose: To educate and spread awareness about health hazards in workplace reduction to families of Sibuyan, Romblon.
Goal: To enlighten the families of Sibuyan, Romblon about the hazards to their health at work and to encourage health-risk reduction
via the use of different health promotion approaches.
General Objective:
Learning Content Strategy Strategy Rationale Time Venue Resources Evaluation
Objectives Date Method
At the end of this
session, the families
from Romblon must A. Health 1. Teacher-centered 1. To assist families in Date: Equipment: 1. Post Test
be able to perform Hazard approach to learning remembering all of the September 5,
1. Laptop 2. Question and
the following: Overview through direct environmental health 2022
Answer
instruction, lectures information and 2. Projector
I. Define
1. Explain the and digital applying it in real-life 3. Open discussion
health Time: 3. Microphone
types of presentation. situations.
health hazard
8:00 AM - 4. Speakers`
hazards and II. Identify 2. Interactive 2. Interactive discussion
11:00 AM
distinguish its the Discussion among helps the audience have Materials:
various different families and the a better understanding of
causal effect types of evaluators, nurses the topic because of how 1. Board
health and volunteers. everyone are able to Venue:
Sibuyan, 2. Pamphlets or
hazard participate in learning Brochure
3. Distribution of Romblon
the discussion
B. Understand pamphlets or 3. Certificates
the impact of brochures that will 3. The use of pamphlets
health hazards serve as a baseline or brochures could 4. PPE
for families. easily extend the 5. Manila Paper
knowledge of the
C. Classify audience on a specific Manpower:
strategies and topic where it could also
1. Nurses
practices for be easily distributed to
health-risk many people at once. 2. Volunteers
reduction
3. Guest Speakers
I. Skills
training 4. LGUs
II. Standard
health
protocol Management:
and 1. Partnership
beliefs with LGU

Expenses:

Facemask or dual
filter gas (3 sets /
180 per set) = 540
pesos

Slippers (10 pcs)

= 200 pesos

Alcohol (5 pcs /
184 per liter) =
920 pesos
Gloves (10 sets /
20 per glove) =
200 pesos

Protective
eyeglasses (10 pcs
/ 130 per piece) =
1,300 pesos

Paper (1pc Ream

Hard Copy Bond
Paper / 250) = 250
pesos

Pen (1pc / 6
pesos) = 300
pesos

Manila Paper (1pc

/ 5 pesos) = 50
pesos

Marker (1pc / 15
pesos) = 150
pesos

Mini chainsaw (3
pc) = 2697 pesos

Mini Tupperware
container (5 pcs /
30 per piece) =
150 pesos

Gas lighter (3 pcs

/ 40 per piece) =
120 pesos

Transportation
(2-way) = 24,804
pesos

Food and Relief

Goods = 13,000

44,681 pesos will

be allotted for the
expenses.
 General Objective:
Learning Objectives Content Strategy Strategy Rationale Time Venue Resources Evaluation
Date Method
2. Demonstrate A. Create 1.Student-cente 1. Student -centered Date: Manpower: 1.Observation and
competence in a variety examples from red learning learning approach September 12, The manpower is Demonstration
of health practices for everyday life that which isfocuses on how the 2022 composed of the
risk mitigation and will encourage involved for a students are able to Time: 8:00 AM following people:
protection. family thorough participate in - 9:30 AM
engagement in the assessment. decision-making, 1. Nurses
solution of health trusting in their ability Venue: 2. Volunteers
hazards. 2. to lead, and Sibuyan, 3. Guest
Student-centere remembering how it Romblon speakers
B. Execute d approach to feels to learn in their 4. LGUs
practice learning such as own ways in which
techniques for cooperative they will be more Equipment:
self-protection learning and educated. 1. Laptop
against the effects roleplay. 2. Role-playing is a 2. Projector
of the health strategy that allows 3. Micropho
hazard in the students to explore ne
workplace. actual scenarios by 4. Speaker
engaging with other 5. Micropho
C. State at least 2 people in a controlled ne
ways to improve environment in order
the surroundings to gain experience and Materials:
to avoid having test alternative 1. Board
health hazard by techniques. 2. Pamphlets
doing safety /Brochure
performance in s
the workplace. 3. Handouts
4. Certificate
s

Management:
1. Partnershi
p with
LGUs
 2. Document
ations
Committe
e
3. Finance
and
Logistics
Committe
e

Expenses:

0000 will be
allotted for food
expenses
 General Objective:
Learning Objectives Content Strategy Strategy Time Venue Resources Evaluation
Rationale Date Method
3. Promote and increase A. Explain the 1. Begin with 1. To have Date: Manpower: 1. Reflection
awareness of health importance of Health teacher-centered continuous September The manpower is paper
hazards in the Hazard in the approach learning learning to the 12, 2022 composed of the 2.
workplace and its Workplace Awareness through discussion & families and Time: 9:30 following people: Observations
prevention among peers, visual presentation recommend to AM - 11:00
youth, and the elderly. B. State at least 3 then continue it with them their needs, AM 1. Nurses
importance of a student-centered abilities and 2. Volunteers
health-risk reduction approach for interest in Venue: 3. Guest
and management effective evaluation. increasing Sibuyan, speakers
2. Collaborative awareness of Romblon 4. LGUs
C. Point out the discussion between environmental Equipment:
effects/changes to the families, volunteers, health. 1. Laptop
community if they and the nurses and 2. Discussion will 2. Projector
(already) become evaluators. start with families 3. Microphone
aware of the risks in 3. Propagation of sharing their 4. Speaker
the workplace. health risks using personal
visual aids showing experiences in Materials:
the possible health terms of 1. Visual Aid
risk that can be environmental (PPT)
obtained by burning health and will be 2. Pamphlets
wood to make addressed by the
charcoal health care Management:
workers and 1. Partnership
volunteers by with LGUs
providing 2. Documentati
information, risk on
factors, and Committee
awareness.
Expenses:
 3. To provide a 0000
tool for continuing
education and
awareness about
environmental
health concerns
through the use of
pamphlets

REFERENCES: