NCM 102: HEALTH EDUCATION

MODULE 2: Health Education Process

2nd SEMESTER | S.Y. 2021-2022 TRANSCRIBED BY: ARABELLA PEREIRA
LECTURER: DR. R. PONJE

- Ranges from simple forms to more complex

CATEGORIES OF LEARNING ACCORDING TO activities required and assimilated, depending
GROWTH & DEVELOPMENT on interaction between the learner’s generic
make up and the learning environment resulting
Growth in maturation and development.
- Tantamount to the word “increase” or the
quantitative changes in terms of learning. CATEGORIES OF LEARNER ACCORDING TO
- Simply means the acquisition of more STAGES OF DEVELOPMENT
knowledge which often results in maturation. • Conceptually, the stages of development
best describe the ways students thinks
Development about the world and the use of information.
- Represents the qualitative changes in an • Progress from one stage to another
individual as evidenced by their intellectual, represents qualitative changes in students’
emotional and physiological capabilities. thinking.
- Encompasses the ability of the body to function • These stages of change are more
consistent with growth patterns. analogous to the transformation of a
- It is the orderly, dynamic changes in a learner caterpillar to a butterfly that the slow and
resulting from a combination of learning gradual accumulation of bricks to build the
experience and maturation. house.
- Growth & development are intertwined or
interrelated in order to proceed with normal CHARACTERISTIC AND DEVELOPMENTAL
maturation process. MILESTONE OF EACH STAGE INCLUDE THE
FOLLOWING:
FACTORS INFLUENCING INTELLECTUAL
DEVELOPMENT a. Growth and development is a continuous
1. Maturation process from conception till death.
- Refers to the biological changes in individuals b. These stages are continuous rather than
that result from the interaction of their genetic discrete hence, a child development
makeup with the environment. gradually, visibly, and continually.
- Genes of an individual provide the blueprint for c. While chronological ages are attached to
development. stages of growth and developmental, the rate
- the environment interacts with these genes to at which children pass through them differs
influence rate and direction of growth. widely, depending on individual maturation
rates and their culture.
2. Experience d. While rate varies, all children must pass
- Refers to observing, encountering or through each stage before progressing to
undergoing changes of individuals which another more complex developmental stage.
generally occur in the course of time.
- It also involves feelings and emotions as the COGNITIVE THEORY of Jean Piaget
learner interacts with the environment which - Explains the developmental task each child
accumulates in the body system. passes through during the growth and
- Learner gradually internalizes all these forming development process.
into ideas, assumptions and inferences
explicitly manifested through behavior change. 1. Infancy. Sensorimotor stage/Practical
Intelligence (0-1 year)
3. Learning ➢ A child first develops tuning sensory and
- Acquisition of knowledge, abilities, habits, motor capacities such as sight and
attitudes, values and skills derived from hearing.
experiences with varied stimuli. ➢ This is shown in their reflex behavior in
- It is the product of experiences and goals of response to stimulus the infant is in
education where student are trained to press contact with.
for further development. ➢ Their thinking is limited to how the world
- responds to their physical actions.
1
 ➢ An infant has no representation of child is only concerned
objects in memory which literally means with present events.
that any object that is ‘out of sight’ is ‘out Irreversibility Child is unable to
of mind’. mentally trace a lone of
2. Toddler. Preconceptual to Preoperation reasoning back to its
beginning.
stage (1-3 years)
➢ Preoperation stage is characterized by Child thinks primarily on
perceptual dominance. A child who can the basis of their own
classify objects into toys and non-toys perception of events.
performs a mental operation. Reasoning Perceptual children do
➢ Preoperational stage refers to an not use inductive or
incomplete stage of development. Many deductive reasoning.
dramatic changes occur in children as
they pass through this stage. At the end Problem solving is
the child is very different from one time at based on what they see
and hear directly rather
the beginning
than what they recall
a. Language development occurs about objects and
b. Toddlers can formulate a number of events.
concrete concepts
c. Abstract concepts such as values 4. School Age. Concrete operations stage (7-
remain beyond the grasp of the child’s 12 years)
ability to understand. ➢ Marks the advancement in the child’s
Characteristics of Toddlers at the Preoperational ability to think about the world around him.
Stage: It is characterized by the child’s:
➢ Egocentrism – child is very self-centered a. Ability to discover concrete solutions to
and very concerned with herself. Refuses to everyday problems.
accept someone else’s opinion and thinks b. Ability to overcome preoperational
that what she says and does is the only deficiencies.
thing that exist. Hence, an egocentric child c. Reasoning tends to be inductive, from
finds it difficult to understand other pov. simple abstract ideas.
➢ Use symbols to represent objects. d. Ability to think logically about concrete
➢ Draw conclusions from obvious facts they objects hence, they can form conclusions
see. based on reason rather than mere
➢ They are headstrong & negativistic, perception alone.
favorite word is “No” e. Awareness of past, present and future
➢ Active, mobile and curious time.
➢ Rigid, repetitive, ritualistic 5. Pubescent or Adolescent. Formal
➢ Has poo sense of time operational stage (12-20 years)
➢ Adolescents have logical thinking with
3. Preschooler. Perceptual Intuitive Through ability to provide scientific reasoning.
(3-7 years) ➢ They can solve hypothetical problems and
➢ Child learns to accommodate more casualty.
information and change their ideas to fit ➢ Have mature thought.
reality rather than their reasons.
Their thinking is influenced by the following 6. Young adulthood (20-40 years)
reasons: ➢ Intellectual exchange and social
Centration Tendency of a child to transmission.
focus on one perceptual
➢ Career-centered
aspect of an events to
the exclusion of all other ➢ Develop philosophy of life
aspects. ➢ Career, mate and family -centered
Nontransformation Child is unable to ➢ Dominating influence on the child
mentally record the
process of change from 7. Middle Adulthood. Cooperative relations
one stage to another. (40-60 years)
➢ Pursues life goals and interests
Their sense of ➢ Family and career-centered
understanding is still not ➢ Possesses self-control, stability and
fully determined as the
independence
2
8. Late adulthood. Absence of any - Indicator of intellectual differences of learning
constraining influence (60-80 years) for individuals is the time requirement to grasp
➢ Adjusts to loneliness comprehensively the subject well.
➢ Partial or dependency in others - Equated with the students’ rate of growth and
➢ Loss of important persons their readiness to learn.
- Some students learn faster than the others,
9. Senescence (80 years older) hence, a teacher should design a teaching
➢ Adapts to triumphs and disappointments strategy that will address students’ time
➢ Maintains ego integrity requirements in terms of learning.
To facilitate the process,
CATEGORIES OF LEARNERS ACCORDING TO - a teacher may follow slow learners to work on
INDIVIDUAL DIFFERENCES alternative activities to provide more time for
• Regardless of the learner’s age, gender, instruction.
socio-economic status, religion, culture, it is - The teacher may design extra activities for fast
impossible to conclude that certain group of learners such as free reading time, related
people is not entirely alike nor individual learning experiences, computer activities and
difference exist. other self-enchanting activities. These activities
• Every individual is unique and thus, a can further enhance the students; knowledge
student is entirely different from one another and skills in the subject matter.
regardless of his or her demographic profile.
• It is important for the teacher to acknowledge b. Increased Instructional Support
these differences to be able to design a - Help slow learners compensate for their
teaching strategy appropriate to each of her relative deficiency in learning, there are a
students. number of methods available to the teacher
In doing so, the teacher should consider the including the following:
following aspects: o Teacher’s instructional style or approach
o Intelligence must be adjusted to students.
o Multiple intelligences o Needs for learning without compromising
o Emotional intelligence the topic requirements for the course to
o Socioeconomic status be finished.
o Culture o Support of fast learners involved in
o Gender differences helping the slow learners through peer
o At-risk students tutoring and group activities.
o Clarify and expand explanation of the
1. Intelligence subject matter before having students
- Teacher’s primarily consideration in evaluating attempt to ask on their own.
the learning needs of her students is the o Break lengthy assignments into shorter
individual’s capacity to acquire knowledge, segments.
ability to think, abstract reasoning and o Provide frequent feedback as students
capability in problem solving which is explained work through news materials.
by the following:
o Intelligence is determined by genetics and c. Strategy Instruction
environment - Research shows that student achievers are
o Intelligence is measured based on the more likely to use strategies that make their
results on intelligence tests or aptitude test. learning more effective.
o Students with high aptitude need less time - Strategic learners analyze and break down
and less instructional support. task and problems into smaller units and
formulate solutions to task and problems
The teacher can adjust and adapt instructional systematically.
approaches considering the differences in - They are also able to differentiate important
students’ ability as follows: concepts from the less important.
o Flexible time requirements - Strategic learners employ strategies in order
o Increased instructional support for them to work efficiently and effectively to
o Strategy instruction make their task easier.
o Peer tutoring
o Cooperative learning d. Peer Tutoring

a. Flexible Time Requirements

3
 - Student achievers are more equipped with People with strong visual-spatial
the necessary knowledge and skills in facing intelligence are good in the following:
challenges for learning. → Visual and mental manipulation
- They can serve as sources of information for of objects
less able students. → Visual memory
→ Arts
e. Cooperative Learning → Geographic directions
Bodily This intelligence has something to do
- Students who tutor less able students even
Kinesthetic with movement. This individual has
benefit more than the less able students. good muscle memory.
- Student tutors are able to recall their
knowledge in tutoring and further enhance Individuals with this intelligence excel
their skills and skills demonstration. in:
- During cooperative learning activities, → Sports
student tutors are able to enhance their → Dance
social skills. → Other activities related to
movement
2. Multiple Intelligence Musical • Has to do with music, music
- Dr. Howard Gardner proposed the theory of composition, rhythm, and hearing.
multiple intelligences. • One learner’s vest with music
- The theory states that the traditional playing in the background and may
concepts of intelligence, based on IQ testing use songs in memorizing
information.
is far too limited, and thus he proposed 8
• Individuals with high musical
different intelligences. intelligence are good in:
o Verbal – linguistic intelligence or word
smart → Singing
o Logical – mathematical intelligence or → Musical Composition
number/reasoning smart → Playing musical instruments
o Spatial intelligence – or picture smart Interpersonal • Good in interacting with others.
o Bodily – kinesthetic intelligence or body • Usually introverts sensitive to
smart other’s needs, feelings, interests
o Musical intelligence – music smart and motivations.
o Interpersonal intelligence – people • They learn best from group work
smart and activities.
o Intrapersonal intelligence – self-smart
o Naturalistic intelligence – nature smart They are good in:
o Other intelligences → Communication
→ Leadership
→ Negotiations
Linguistic • Has to do with words, spoken or
Intelligence → Politics
written.
or Word • They learn fast by reading, taking
Intrapersonal • Has to do with introspective and
Smart notes, listening to lectures, discussion self-reflective capacities.
and debate. • Learn best when allowed to
• Individuals with this intelligence concentrate on the subject by
displays a facility with words and themselves and have a high level of
languages and are typically good at: perfectionism.
→ Reading
They are usually good in:
→ Writing
→ Psychology
→ Telling stories
→ Analysis
→ Word memorization
→ Philosophy
→ Theology
Logical- Students who have high logical-
mathematical mathematical intelligence are good in: Naturalistic • Has to do with nature, nurturing and
Intelligence relating information to one’s natural
→ Logical reasoning
surroundings.
→ Abstractions
• Individuals with this type of
→ Inductive and deductive
intelligence have great sensitivity to
reasoning and numbers
nature and the environment.
Spatial This type of intelligence has to do with
• It covers metaphysics, the origin
vision and spatial judgment,
and essence of things, the nature of
man, among others.

4
 They are usually good in:
→ Botany 4. Socioeconomic Status
→ Zoology - Measure of a family’s position in society as
→ Metaphysics determined by family income, its member’s
→ Ontology occupation, and level of education.
→ Astronomy - Affects learning both at home and in school.
→ Environmental Science - Poverty affects a learner’s well-being and
Other • Includes spiritual, existential and quality of life. This in return affects the
intelligences moral intelligence students’ concentration, learning potentials,
motivation, interests, and participation in
3. Emotional Intelligence class.
- Combination of competencies.
- This skill contributes to an individual’s 5. Culture
capability to manage and monitor his or her - Refers to attitudes, values, customs, and
emotions, to correctly gauge the emotional behavior patterns that characterize a social
state of others and to influence opinions. group.
- Like SES, culture also influences school
a. Self-awareness – ability to recognize one’s success, through the student’s attitudes and
own feelings as this happens, to accurately values and ways of viewing the world that
perform self-assessment and have self- are held and transmitted by a culture.
confidence. It is the keystone of emotional
intelligence. Culture influences the following
b. Self-management or Self-regulation – Students’ attitudes and To become a good
ability to keep disruptive emotions and values student, one must be able
impulses in check (self-control), maintain to adopt to the cultural
standards of honesty and integrity, take values imposed by the
responsibility for one’s performance, handle school as learning
change and be comfortable with novel ideas institution.
and approaches.
c. Motivation – emotional tendency of guiding This is often based on its
or facilitating the attainment of goals mission, vision, and
objectives and goals
through:
whether is secular or non-
➢ Achievement or drive to meet a secular institution.
standard of excellence Classroom organization In most classrooms,
➢ Commitment or the alignment of goals students work and learn
with the group or organization individually.
➢ Initiative to act an opportunity
➢ Optimism or the persistence to reach Emphasis is placed on
goals despite set-backs individual responsibility,
d. Empathy – understanding of others by which is often reinforced
being aware of their needs, perspectives, by grades and
feelings, concerns, and sensing others competition.
developmental needs. Competition demands
e. Social Skills – are fundamental to both successes and
emotional intelligence. They include: failures, and the success
➢ Influence, or the ability to induce of one student is tied to
desirable responses in other through the failure of another,
effective diplomacy of persuading. School communication Cultural conflict in
➢ Communication or the ability to both communication may occur
listen openly and send convincing in an institution with
messages. students from diverse
➢ Leadership or the ability to inspire and ethnicities.
guide groups and individuals.
Communication signals
➢ Building bonds, or nurturing may not always have the
instrumental relationships. same meaning to another
➢ Collaboration and cooperation with student of a different
others toward a shared goal. ethnicity.
➢ Create group synergy, the ability to
pursue collective goals.
5
6. Gender Differences a. Impoverished students who are unable to
a. Different treatment of Boys and Girls meet their basic needs such as food and
- From the day they were born, male and enough rest tend to have diminished
female babies are treated differently. motivation to learn.
- A baby girl is handled more delicately while b. Students who have a low sense of security
a baby boy is seen as tougher and hardier. tend to achieve less that those who have a
- In regard to discipline, fathers are tougher high sense of security.
and physical with their sons compared to c. Growth needs energize and direct student
their daughters whom they tend to discipline learning.
verbally. d. True motivation for learning develops only
when students see the relationship
b. Stereotyping boys and girls between what they are learning and their
- This gender-based treatment extends up to primary goals on rewards and
the child’s school years. punishments.
- Males are considered better in mathematics
while females are better in English. OTHER LEARNING NEEDS
- This stereotyping somehow has a
subconscious effect on students. 1. The need for competence
- Female students who have the potential in ➢ Competence motivation is an innate
the field of mathematics may be unable to need in human beings.
explore their potentials due to the belief that ➢ Competence motivation creates drive in
females are not as good as males when it oneself to master tasks and enhance
comes to numbers. skills.
- It is important for the teacher to design his or ➢ Competence motivation is essential in
her teaching strategy with careful coping with the fast-changing
consideration of providing equal learning environment.
opportunities regardless of student gender.
2. The need for control and self-
7. At-risk Students determination
- Those in danger of failing to complete their ➢ As stated in the bible, man is a steward
education. to God’s creation. Hence, there is need
- They have learning problems and for control.
adjustment difficulties. ➢ Man, continuously strives for
- They often fail even though they have the competence and autonomy.
capability to succeed. ➢ Teacher may satisfy a student’s need for
control by encouraging inputs such as
LEARNING NEEDS BASED ON MASLOW’S opinions, suggestions, and criticism,
HIERARCHY OF NEEDS among others, during class lecture or
Maslow’s hierarchy of needs is divided into two discussions.
categories.
3. The need to achieve
1. Deficiency needs ➢ Achievement motivation is the drive to
- Those needs whose absence energizes or excel in learning tasks to experience
moves people to meet them. pride in accomplishment.
- Until a lower need is met, an individual is ➢ The need to achieve is balanced by the
unlikely to move to a higher need. need to avoid failure.
➢ Students with high need to avoid failure
2. Growth needs tend to avoid challenging tasks.
- Growth needs are need “met” as they ➢ Students with high need for achievement
expand and grow as people have tend to be motivated by challenging
experience with them. assignments, high grading standards,
- Acquire people to indulge in activities that explicit feedback and the opportunity to
are physically and psychologically try to face challenges in life.
stimulating and enhances strength and vigor ➢ Students who do not want to fail are
to proceed to a higher-level task. motivated by simple assignments, liberal
grading, and protection from
IMPLICATIONS OF THE HIERARCHY OF NEEDS embarrassment due to failure.
TO EDUCATION
6
 4 types of readiness to learn with another learner who needs an entirely
P = physical readiness • Measures of ability different approach to learning.
• Complexity of task
• Environmental effects 2. Teachers need to guard against over
• Health status teaching by their own preferred learning
• Gender styles.
E = emotional readiness • Anxiety level - Nurse educators need to realize that just
• Support system because they gravitate to learning a certain
• Motivation way, it does not mean that everyone else
• Risk-taking behavior can or wants to learn this way.
• Frame of mind - It is much easier for the educator to change
• Developmental stage the teaching approach than for the learner
E =experiential • Level of aspiration to adapt to the teacher’s style.
readiness • Past coping
mechanisms 3. Teachers are most helpful when they
• cultural background
assist students in identifying and
• locus of control
learning through their own style
• orientation
preferences.
K = knowledge • present knowledge
base
- Making learners aware of their individual
readiness
• cognitive ability style preferences will lead to an
• learning disabilities understanding of which teaching learning
• learning styles approaches work best for them.
- Awareness of their preference for a
Learning Styles particular learning style sensitizes learners
- refers to the ways individuals process to the fact that whatever style is most
information. comfortable for them may not be the best
- The learning style models are based on the approach for others.
premise that certain characteristics of the style
are biological in origin, whereas are 4. Students should have the opportunity to
sociologically developed as a result of learn through their preferred style.
environmental influences. - The nurse educator can provide the means
- Recognizing that people have different by which each learner can experience
approaches to learning helps the nurse successful learning.
educator to understand the various
educational interests and needs of diverse 5. Students should be encouraged to
populations. diversify their style preferences.
- Accepting diversity of style can help educators - Today, learners are constantly faced with
create an atmosphere for learning that offers learning situations where one approach to
experiences that encourage each individual to learning will not suffice if they are to reach
reach his or her full potential. their fullest potential.
- Understanding learning styles can also help - Without encouragement, learners tend to
educators to make deliberate decisions about automatically gravitate to using their
program development and instructional preferred style of learning.
design. - The more frequently learners are exposed
to different methods of learning, the less
SIX LEARNING STYLE PRINCIPLES stressful those methods will be in future
learning situations.
1. Both the style by which the teacher
prefers to teach and the style by which 6. Teachers can develop specific learning
the student prefers to learn can be activities that reinforce each modality or
identified. style.
- Identification of different styles offers - Nurse educators must become aware of
specific clues as to the way a person learns. various methods and materials available to
- By understanding one’s own learning style, address and augment the different learning
the educator can appreciate why it may be styles.
easier to help one style of the learner to - To be effective, educational strategies
master information but more difficult to work should be geared toward different learning
styles, because using only a limited number

7
 of approaches will selectively exclude many learning objectives, lessons, and assessments
learners. of your course.

LEARNING STYLES ACTIVITIES FOR BEST 1. Remembering: retrieving, recognizing, and

LEARNING recalling relevant knowledge from long-term
Visual Learners memory.
- Learn best by seeing flashcards, visual 2. Understanding: constructing meaning from
images, matching games, pictures, and oral, written, and graphic messages through
diagrams, puzzles, watching someone do interpreting, exemplifying, classifying,
something, printed material, charts, pictures, summarizing, inferring, comparing, and
posters, wall strips, desk tapes, videotapes, explaining.
computer programs. 3. Applying: carrying out or using a procedure
for executing, or implementing.
Auditory Learners 4. Analyzing: breaking material into constituent
- Learn best by hearing audio, lectures, parts, determining how the parts relate to one
educational songs, and rhymes, rhythm another and to an overall structure or
instruments, recitation, singing and reading purpose through differentiating, organizing,
aloud. and attributing.
5. Evaluating: making judgments based on
Kinesthetic Learners criteria and standards through checking and
- Learn best by doing and touching, long nature critiquing.
walks, model kits, yard work, gardening, 6. Creating: putting elements together to form
textured puzzles and manipulatives, typing a coherent or functional whole; reorganizing
instead of writing, drama, dance, lab elements into a new pattern or structure
experiments, building models. through generating, planning, or producing.

Social Learners • Like other taxonomies, Bloom’s is hierarchical,

- Learn best by interacting with others, one-on- meaning that learning at the higher levels is
one conversations, discussions, group dependent on having attained prerequisite
participation. knowledge and skills at lower levels.
• Bloom’s Taxonomy is often displayed as a
• In addition to the above learning styles, there pyramid graphic to help demonstrate this
are many theories about how thinking styles hierarchy.
affect a child’s learning style. • We have updated this pyramid into a “cake-
• You can find much written about teaching to style” hierarchy to emphasize that each level is
right brain vs. left brain patterns and multiple built on a foundation of the previous levels.
intelligences thinking patterns.

KIND OF LEARNER TEST

• How do you determine which type of learner a
student is?
• Is she/he a visual learner?
• Is she/he an audio learner?
• Is she/he a kinesthetic learner?

USING BLOOM’S TAXONOMY TO WRITE

EFFECTIVE LEARNING OBJECTIVES
Bloom’s Taxonomy
- classification of the different objectives and
skills that educators set for their students
(learning objectives).
- proposed in 1956 by Benjamin Bloom, an
educational psychologist at the University of
Chicago.
- The terminology has been recently updated to
include the following six levels of learning.
These 6 levels can be used to structure the

8
 HOW BLOOM’S CAN AID IN COURSE DESIGN ➢ However, if you wanted the students to be
Bloom’s taxonomy is a powerful tool to help develop able to “…explain the shift in the chemical
learning objectives because it explains the process of structure of water throughout its various
learning: phases.” This would be an analyzing level
verb.
• Before you can understand a concept, you
must remember it. • Keep in mind that it is the skill, action or
• To apply a concept, you must first understand activity you will teach using that verb that
it. determines the Bloom’s Taxonomy level.
• In order to evaluate a process, you must have
analyzed it.
• To create an accurate conclusion, you must
have completed a thorough evaluation.

Start by considering the level of learners in your

course:

1. Are lots of your student’s freshman? Is this

an “Introduction to…” course? If so, many
your learning objectives may target the
lower order Bloom’s skills, because your
students are building foundational
knowledge. However, even in this situation
we would strive to move a few of your
objectives into the applying and analyzing
level, but getting too far up in the taxonomy
could create frustration and unachievable
goals.

2. Are most of your students’ juniors and

seniors? Graduate students? Do your
students have a solid foundation in much of
the terminology and processes you will be
working on your course? If so, then you
should not have many remembering and
understanding level objectives. You may
need a few, for any radically new concepts
specific to your course. However, these
advanced students should be able to
master higher-order learning objectives.
Too many lower-level objectives might cause
boredom or apathy.

HOW BLOOM’S WORKS WITH LEARNING

OBJECTIVES
• There are “verb tables” to help identify which
action verbs align with each level in Bloom’s
Taxonomy.
• Some of these verbs on the table are
associated with multiple Bloom’s Taxonomy
levels. These “multilevel-verbs” are actions
that could apply to different activities.
Example:
“At the end of this lesson, students will be able to
explain the difference between H2O and OH-.”
➢ This would be an understanding level
objective.

9
Bloom’s Key Verbs (keywords) Example Learning Objective
Level

Create design, formulate, By the end of this lesson, the

build, invent, create, student will be able to design an
compose, generate, original homework problem
derive, modify, dealing with the principle of
develop. conservation of energy.

Evaluate choose, support, relate, By the end of this lesson, the

determine, defend, student will be able to determine
judge, grade, compare, whether using conservation of
contrast, argue, justify, energy or conservation of
support, convince, momentum would be more
select, evaluate. appropriate for solving a
dynamics problem.

Analyze classify, break down, By the end of this lesson, the

categorize, analyze, student will be able
diagram, illustrate, to differentiate between
criticize, simplify, potential and kinetic energy.
associate.

Apply calculate, predict, By the end of this lesson, the

apply, solve, illustrate, student will be able to calculate
use, demonstrate, the kinetic energy of a projectile.
determine, model,
perform, present.

Understand describe, explain, By the end of this lesson, the

paraphrase, restate, student will be able to describe
give original examples Newton’s three laws of motion to
of, summarize, in her/his own words
contrast, interpret,
discuss.

Remember list, recite, outline, By the end of this lesson, the

define, name, match, student will be able to recite
quote, recall, identify, Newton’s three laws of motion.
label, recognize.

10
HOW BLOOM’S WORKS WITH QUALITY MATTERS • For example, your course level verb might be
• For a course to meet the Quality Matters an Applying level verb, “illustrate.” Your
standards it must have learning objectives lesson level verbs can be from any Bloom’s
that are measurable. level that is equal or below this level
• Using a verb table like the one above will help (applying, understanding, or remembering).
you avoid verbs that cannot be quantified,
like: understand, learn, appreciate, or enjoy. STEPS TOWARDS WRITING EFFECTIVE LEARNIG
• Quality Matters also requires that your course OBJECTIVES
assessments (activities, projects, and exams) 1. Make sure there is one measurable verb in
align with your learning objectives. each objective.
2. Each objective needs one verb. Either a
COURSE LEVEL AND LESSON LEVEL OBJECTIVES student can master the objective, or they fail
• The biggest difference between course and to master it. If an objective has two verbs
lesson level objectives is that we don’t directly (say, define and apply), what happens if a
assess course level objectives. student can define, but not apply? Are they
• Course level objectives are just too broad. demonstrating mastery?
Instead, we use several lesson level 3. Ensure that the verbs in the course level
objectives to demonstrate mastery of one objective are at least at the highest Bloom’s
course level objective. Taxonomy as the highest lesson level
• To create good course level objectives, we objectives that support it. (Because we can’t
need to ask ourselves: “what do I want the verify, they can evaluate if our lessons only
students to have mastery of at the end of the taught them (and assessed) to define.)
course?” 4. Strive to keep all your learning objectives
• Then, after we finalize our course level measurable, clear and concise.
objectives, we have to make sure that
mastery of all of the lesson level objectives When you are ready to write, it can be helpful to
underneath confirm that a student has list the level of Bloom’s next to the verb you
mastery of the course level objective. choose in parentheses. For example:

HOW BLOOM’S WORKS WITH COURSE LEVEL &

LESSON LEVEL OBJECTIVES Course level objective
• Course level objectives are broad. You may 1. (apply) Demonstrate
only have 3-5 course level objectives. They
how transportation is a critical link
would be difficult to measure directly
because they overarch the topics of your in the supply chain.
entire course.
• Lesson level objectives are what we use to
demonstrate that a student has mastery of
the course level objectives. We do this by
building lesson level objectives that build 1.1. (understand) Discuss the
toward the course level objective. changing global landscape for
• For example, a student might need to
demonstrate mastery of 8 lesson level businesses and other
objectives in order to demonstrate mastery of organizations that are driving
one course level objective.
change in the global environment.
• Because the lesson level objectives directly
support the course level objectives, they
need to build up the Bloom’s taxonomy to
help your students reach mastery of the
course level objectives. Use Bloom’s
Taxonomy to make sure that the verbs you 1.2. (apply) Demonstrate the
choose for your lesson level objectives build special nature of transportation
up to the level of the verb that is in the demand and the influence of
course level objective. The lesson level verbs
can be below or equal to the course level transportation on companies and
verb, but they CANNOT be higher in level. their supply chains operating in a
global economy.
11
This trick will help you quickly see what level - practice-based evidence can be equally useful
verbs you have. It will also let you check that the for assessment and for evaluation.
course level objective is at least as high of a - The importance of practice-based evidence to
Bloom’s level as any of the lesson level objectives process evaluation encompasses staff
underneath. education as well as patient education.

Process (Formative) Evaluation

- The purpose of process or formative
evaluation is to make adjustments in an
educational activity as soon as they are
needed, whether those adjustments involve
personnel, materials, facilities, learning
objectives, or even the educator’s own
attitude.
- Summative is the assessment of outcome
evaluation.

EVIDENCED-BASED RELATED TO HEALTH

EDUCATION
• Evidence based practice (EBP) or Evidence
based is 'the integration of best research
evidence with clinical expertise and patient
values' which when applied by practitioners
Evaluation will ultimately lead to improved patient
- process that can provide evidence that what outcome.
we do as nurses and as nurse educators • There are three fundamental components of
makes a value-added difference in the care EBP in the original model.
we provide. o Best evidence which is usually found in
- defined as a systematic process by which the clinically relevant research that has been
worth or value of something—in this case, conducted using sound methodology.
teaching and learning—is judged. o Clinical expertise refers to the clinician's
cumulated education, experience and
STEPS IN CONDUCTING AN EVALUATION clinical skills.
1. determining the focus of the evaluation, o Patient values which are the unique
including use of evaluation models. preferences, concerns and expectations
2. Designing the evaluation. each patient brings to a clinical encounter.
3. Conducting the evaluation. • It is the integration of these three components
4. Determining methods of analysis and that defines a clinical decision evidence-
interpretation of data collected. based. This integration can be effectively
5. Reporting results of data collected. achieved by carrying out the five following
6. Using evaluation results. steps of evidence-based practice.
Evidence-based Practice (EBP)
- defined as “the conscientious use of current
best evidence in making decisions about
patient care”
- More broadly, EBP may be described as “a
lifelong problem-solving approach to clinical
practice that integrates … the most relevant
and best research, … one’s own clinical
expertise … and patient preferences and
values”
- Practice-based evidence comprises internal
evidence that can be used both to identify
whether a problem exists and to determine
whether an intervention effectively resolved a
problem.

12
THE FIVE STEPS: o Appraise
o Apply
1. Formulate an answerable question o Audit
- One of the fundamental skills required for
EBP is the asking of well-built clinical
questions. By formulating an answerable
question, you to focus your efforts
specifically on what matters. These
questions are usually triggered by patient
encounters which generate questions about
the diagnosis, therapy, prognosis or
etiology.

2. Find the best available evidence

- The second step is to find the relevant
evidence. This step involves identifying
search terms which will be found in your
carefully constructed question from step
one; selecting resource sin which to perform
your search such as PubMed and Cochrane
Library; and formulating an effective search
strategy using a combination of MESH
terms and limitations of the results.

3. Appraise the evidence

- It is important to be skilled in critical
appraisal so that you can further filter out
studies that may seem interesting but are
weak. Use a simple critical appraisal
method that will answer these questions:
What question did the study address? Were
the methods valid? What are the results?
How do the results apply to your practice?

4. Implement the evidence

- Individual clinical decisions can then be
made by combining the best available
evidence with your clinical expertise and
your patients’ values. These clinical
decisions should then be implemented into
your practice which can then be justified as
evidence based.

5. Evaluate the outcome

- The final step in the process is to evaluate
the effectiveness and efficacy of your
decision indirect relation to your patient.
Was the application of the new information
effective? Should this new information
continue to be applied to practice? How
could any of the 5 processes involved in the
clinical decision-making process be
improved the next time a question is asked?

- These steps may be more memorable if

remembered as:
o Ask
o Acquire

13