Module 9 - Planning and Implementation in Teaching

Goals vs Objectives

Goals

• Global

• Broad

• Long-term

• Multi-dimensional

Objectives

• Specific

• Singular

• Short-term

• Uni-dimensional

Types of Objectives

Educational Objectives

• Assess the intended outcomes of the educational process.

Instructional Objectives

• The teaching activities and resources utilized to facilitate learning.

Behavioural (Learning) Objectives

• Describe what the learner will aim to do following a learning situation.

Blending

When the professional (nurse teacher) and client (learner) collaborate and mutually decide on objectives.

Writing Behavioural Objectives

A - Audience (Who?)

B - Behaviour (What?)

C - Condition (Under which circumstances?)

D - Degree (How well? Within what time frame?)

Condition

• Describes the condition under which behaviour will occur.

• Under what conditions should the learner be able to do it?

Performance

• What is the learner expected to be able to do to demonstrate that the objectives have been achieved?

• What should the learner be able to do?

Criterion

• Time frame and level of competence that the learner will strive to achieve.

• How well must the learner be able to do it?

Bloom’s Taxonomy

• Categorizes learning objectives according to the hierarchy of behaviours.

• Promotes higher forms of thinking in education rather than just remembering facts.

• Orders behaviours based on complexity.

Cognitive Learning Domain

“Thinking” domain.

Involves acquiring information and helping develop the learners’ intellect, understanding, and thinking.

Knowledge

• Memorization, recall, defining, recognizing.

Comprehension

• Demonstrating understanding, summarizing information.

Application

• Using ideas, principles, and theories in certain situations.

Analysis

• Recognizing and structuring information by breaking it down and identifying relationships.

Synthesis

• Putting parts together to create a whole.

Evaluation

• Judging the value of something by applying certain criteria.

Affective Learning Domain

“Feeling” domain.

Involves internalization/commitment to feelings in the form of emotions, beliefs, and values.

Receiving

• Showing awareness of an idea or situation.

Responding

• When someone will respond to an experience (denial à acceptance).

Valuing

• Accepting the worth of an idea/event, and showing commitment, willingness, and desire to act further on that value.

Organization

• Organizing, classifying, prioritizing values, viewing some values as dominant.

Characterization

• Adherence to a worldview and commitment to a value system.

Psychomotor Learning Domain

“Skilks” domain.

Involves acquiring fine and gross motor skills.

Perception

• Showing sensory awareness of objects/cues associated with a task.

Set

• Demonstrating readiness to take action

Guided Response

• Exerting effort/actions (under guidance), imitating.

Mechanism

• Repeatedly performing steps/actions, developing confidence.

Complex Overt Response

• Performing complex motor actions, independent/with minimum guidance.

Adaptation

• Adapting/modifying motor processes to different situations.

Origination

• Creating new motor actions based on developed skills.

Teaching Plan

A blueprint that outlines how the goals and objectives will be achieved.

Includes:

• Goal, objectives, and subobjectives

• Purpose

• Content outline

• Methods of teaching

• Time allotment

• Resources/tools

• Method of evaluation

Learning Contracts

Written or verbal agreement between the educator and the learner to lay out specific teaching and learning activities that will occur in a specific time frame.

Teaching Method

• The way information is taught

• Brings the learner into contact with what is to be learned

• Includes:

  • Lecture

  • Group discussion

  • Role-playing

  • One-on-one discussion

Instructional Material

Objectives or tools used to transmit information

Supplement the art of teaching

Includes:

• Books

• Written material

• Videos

• Podcasts

Lecture

Oldest and most used teaching method.

Highly criticized.

Can be effective if well organized and delivered effectively.

Group Discussion

A method of teaching whereby learners get together to actively exchange information, ideas, feelings, and opinions with one another and with the educator.

• Effective in patient and family education.

• Leads to longer retention.

Cooperative Learning

Uses group work activities.

Highly effective with students and healthcare professionals.

Less useful with patients.

One-to-One Instruction

Face-to-face sharing of information.

Designed to meet the needs of the specific learner.

Useful in all 3 domains of learning.

Demonstration and Return Demonstration

Educator performs a skill then the learner attempts to perform the demonstrated skill with minimal cueing.

Primarily useful in psychomotor learning but can enhance cognitive and affective learning.

Gaming

Competitive activity with rules.

Usually includes rewards.

Primarily effective for cognitive learning.

Simulation

Trial and error teaching method.

Learners engage in activities that reflect real life scenarios.

Role-Playing

Learners participate in unrehearsed dramatization.

Supports learning in the affective domain.

Self-Directed Learning

Learner assumes responsibility for learning.

Educator provides outloine that guides the learner.

Incorporates a variety of activities.

Remote Learning

Maxinizes resoursces by delivering information across time and space.

Most used for cognitive learning, can be used for affective and psychomotor learning.

Patient Education Materials

Advantages

• Cheap and convenient

• Widely acceptable

• Easily alterable

Disadvantages

• Most abstract form of reality

• Proper reading level required

Considerations

• Purpose of the instructions

• Choose only needed and relevant information

• Organize information into topics

PEM KISS

Patient Education Materials - Keep It Simple Smart

• Use an active voice

• Write directly to the reader

• Use a positive tone

• Short sentences/bullet points

• Use graphics

• Highlight key information

Readability Formulas

• Estimate how difficult the written material is to read.

• Identify text that may be too complex.

• Improve understanding and retention of information.

Considerations:

• Formulas measure only word and sentence length.

• Lowering a readability score does not necessarily improve comprehension.

• May penalize effective strategies such as bulleted lists and white space.

Ex: Fog Index = (Average sentence length + % of complex words) * 0.4

PEMAT

Designed to help healthcare professionals to evaluate the understandability and actionability of patient education materials.

• Assess Understandability

  • Determines whether people of varying health literacy levels can process and comprehend the material.

  • Looks at factors like word choice, sentence structure, layout, and use of visuals.

• Assess Actionability

  • Evaluates whether the material clearly explains what actions the reader should take.

  • Focuses on providing concrete steps, examples, and tools that enable the user to act on the information.

• Standardize Evaluation

  • Provides a structured, evidence-based method for scoring materials, ensuring consistency across different evaluators.

• Improve Quality of Materials

  • Helps organizations identify gaps and revise materials to make them more user-friendly and effective for patient education.