Module 2 Implementing Health Education Plan-
Learning Outcome
Assess with the individual learner and
family one's health status competence
Developmental Stage
When planning, designing and implementing
an educational program, the nurse as an educator must carefully
consider the characteristics of learners with respect to their
developmental stage in life.
THE DEVELOPMENTAL STAGES OF CHILDHOOD
Pedagogy is the art and science of helping children
to learn.
Andragogy, the term coined by Knowles (1990) to describe his theory of
adult learning, is the art and science of helping adults learn. Education
within this framework is more learner-centered and less teacher-
centered; that is, instead of one party imparting knowledge on another,
the power relationship between the educator and the adult the learner is
much more horizontal (Milligan,
1997).
It is important to understand the specific and varied tasks
associated with each developmental stage to individualize the
approach to education in meeting the needs and desires of
learners and their families.
Assessment of physical, cognitive, and psychosocial
maturation within each developmental period is crucial
in determining the strategies to be used to
facilitate the teaching-learning process.
The younger learner is, in many ways, very different
from the adult learner.
Issues of dependency, the extent of participation, rate of and
capacity for learning, and situational and emotional obstacles
to learning vary significantly according to phases of
development.
Readiness to learn in children is very subject
centered and highly influenced by their physical,
cognitive, and psychosocial maturation.
Motivation to learn in the adult is very problem
centered and more oriented to psychosocial
tasks related to roles and expectations of
work, family, and community activities.
For education to be effective, the nurse in the role
of educator must create an environment conducive
to learning by presenting information
at the learner’s level, inviting participation and
feedback, and identifying whether parental
and/or peer involvement is appropriate or
necessary.
Nurses, as the main source of health
education must determine what needs to be
taught, when to teach, how to teach, and who
should be the focus of teaching in light of the
developmental stage of the learner.
. DEVELOPING A HEALTH EDUCATION PLAN
Step 1: Manage the Planning Process
Purpose: To develop a plan to manage stakeholder participation,
timelines, resources, and
determine methods for data gathering, interpretation, and decision
making.
• Plan to engage stakeholders, including clients and staff;
• Establish a clear timeline for creating a work plan;
• Plan how you will allocate financial, material, and human resources;
• Consider the data required to make decisions at each step including
adequate time for
data collection and interpretation.
• Establish a clear decision-making process.
Step 2: Conduct a Situational Assessment
Purpose: to learn more about the population of interest, trends, and
issues that may affect implementation, including the wants, needs, and
assets of the community.
This involves identifying:
• What is the situation?
• What is making the situation better and what is making it
worse?
• What possible actions you can take to address the
situation?
• Diverse types of data: (e.g. community health status
indicators, stories/testimonials; evaluation findings; “best
practice” guidelines)
• Sources of data: (e.g. polling companies;
community/partner organizations; researchers;
governments; private sector)
• Data collection methods: (e.g. stakeholder interviews or
focus groups; surveys; literature
reviews; review of past evaluation findings or stakeholder
mandates/ policies)
Step 3: Identify Goals, Populations of Interest, Outcomes,
and Outcome Objective
Purpose: to use situational assessment results to determine
goals, populations of interest, outcomes, and outcome
objectives.
Ensure program goals, populations of interest, and outcome
objectives are aligned with strategic directions of your
organization or group: goal: a broad statement providing
overall direction for a program over a long period of time.
• population(s) of interest: group or groups that require
special attention to achieve your goal
• outcome objective: brief statement specifying the desired
change caused by the program
Step 4: Identify Strategies, Activities, Outputs, Process Objectives, and
Resources
Purpose: To use the results of the situational assessment to select
strategies and activities,
feasible with available resources, that will contribute to your goals and
outcome objectives.
• Prioritize ideas by applying situational assessment results
• Identify specific activities for each strategy
• Select outputs and develop process objectives
• Consider available financial, human, and in-kind resources.
A. Informal methods:
• Buzz talk
• Brainstorming
• Group discussion
• Demonstration
• Roleplay
• Drama
• Case studies
• Traditional media
B. Formal methods:
• Conference
• Workshop
• Seminar
• Panel discussion
• symposium
step 5: Develop Indicators
Purpose: To develop a list of variables that can be tracked to assess the extent to
which outcome and process objectives have been met.
• Define indicators to measure each outcome and process objective
• Perform quality check on proposed indicators ensuring their validity, reliability,
and accessibility
• Indicators are used to determine the extent to which outcomes and process
objectives were met
For each outcome and process objective, consider the intended result and whether:
• Intended result can be divided into separate components
• Intended result can be measured
• There is an appropriate time for observing the result
• Requires data resources are accessible
• The resources needed to assess the result are available
Step 6: Review the Program Plan
Purpose: to clarify the contribution of each component of the
plan to its objectives, identify gaps, ensure adequate
resources, and ensure consistency with the situational
assessment findings.
Logic model is a graphic depiction of the relationship
between all programs and a way to communicate a program
interview.
• Review the plan whether:
‣ Strategies effectively contribute to goals and objectives
‣ Short-term objectives contribute to long-term objectives
‣ The best activities were chosen to advance the strategy
‣ Activities are appropriate to the audiences
‣ The resources are adequate to implement the activities
