The document discusses developing health education plans and writing behavioral objectives. It states that educators must first identify learners' needs by determining gaps in their knowledge, attitudes, or skills. Objectives should then be formulated to describe the specific behaviors learners will demonstrate. Behavioral objectives are important as they help educators make instructional decisions and help learners understand expectations. The document also discusses Bloom's taxonomy, a framework for defining levels of thinking and learning. It describes the original and revised versions of the taxonomy and provides examples of writing behavioral objectives using Mager's four-part method.

1. HEALTH EDUCATION PROCESS
DEVELOPING A HEALTH EDUCATION PLAN

2. The educator MUST first decide what the learner
is expected to accomplish BEFORE selecting the
learning content, teaching methodology and
materials to be used

3. INDIVIDUAL NEEDS are
determined by identifying gaps
in the learner’s knowledge,
attitude, or skills.
Identification
of Needs
Formulation
of Behavioral
Objectives

4. Mager (1997)
 Developed a system for
writing behavioral
objectives that help
teachers make appropriate
instructional decisions as
well as assist learners in
understanding what they
need and are expected to
know.

5. The study of the general principles of scientific
classification (https://www.merriam-webster.com/dictionary/taxonomy)
What does taxonomy mean in education?
Bloom’s taxonomy is a classification system used to define
and distinguish different levels of human cognition—i.e.,
thinking, learning, and understanding.
Taxonomy

6. • Bloom’s taxonomy was originally
published in 1956 by a team of
cognitive psychologists at the
University of Chicago
• It is named after the committee’s
chairman, Benjamin Bloom
• The original taxonomy was
organized into three domains:
Cognitive, Affective, and
Psychomotor.
Original Taxonomy

7. A framework for teaching
and learning goals that
would help researchers and
educators understand the
fundamental ways in which
people acquire and develop
new knowledge, skills, and
understandings

8. Higher-
order skills
Lower level of
cognition and
learning

9. Knowledge
Behavioral Learning Outcome
Ability to recall appropriate, learned
information on command.
Key Phrases for Assessment
arrange, define, describe, duplicate,
enumerate, identify, label, list, match,
memorize, name, order, read, recognize,
relate, recall, repeat, reproduce, record,
select, state, view, write

10. Comprehension
Behavioral Learning Outcome
Applying learned material such as rules,
methods, concepts, principles, laws, and
theories.
Key Phrases for Assessment
act, administer, apply, articulate, assess,
chart, choose, collect, compute,
construct, contribute, control,
demonstrate, determine, develop,
discover, dramatize, employ, establish,
extend, illustrate, implement, include,
inform, instruct, interpret, operate,
operationalize, participate, practice,
predict, prepare, preserve, produce,
project, provide, relate, report, schedule,
show, sketch, solve, teach, transfer, use,
utilize, write

11. Application
Behavioral Learning Outcome
Applying learned material such as rules,
methods, concepts, principles, laws, and
theories.
Key Phrases for Assessment
act, administer, apply, articulate, assess,
chart, choose, collect, compute,
construct, contribute, control,
demonstrate, determine, develop,
discover, dramatize, employ, establish,
extend, illustrate, implement, include,
inform, instruct, interpret, operate,
operationalize, participate, practice,
predict, prepare, preserve, produce,
project, provide, relate, report, schedule,
show, sketch, solve, teach, transfer, use,
utilize, write

12. Analysis
Behavioral Learning Outcome
The student is able to develop multiple
conclusions concerning the motives,
causes, inferences and generalizations
that can be derived from the material’s
component parts and organization
Key Phrases for Assessment
analyze, appraise, break down, calculate,
categorize, compare, contrast, correlate,
criticize, diagram, differentiate,
discriminate, distinguish, examine,
experiment, focus, illustrate, infer, limit,
outline, point out, prioritize, question,
recognize, separate, subdivide, test

13. Synthesis
Behavioral Learning Outcome
The student’s ability to produce a new or
original end product. Examples include a
unique communication, plan of operations
(research proposal), or abstract relations
(information classification scheme).
Key Phrases for Assessment
adapt, anticipate, arrange, assemble,
collaborate, collect, combine, communicate,
compile, compose, construct, create, design,
develop, devise, express, facilitate,
formulate, generate, hypothesize,
incorporate, individualize, initiate, integrate,
intervene, invent, manage, model, modify,
negotiate, organize, plan, prepare, progress,
propose, rearrange, reconstruct, reinforce,
reorganize, revise, set up, structure,

14. Evaluation
Behavioral Learning Outcome
Student is able to produce an end product
that fulfills a given purpose rather than being
right/wrong.
Key Phrases for Assessment
appraise, argue, assess, attach, choose,
compare, conclude, contrast, core, criticize,
critique, decide, defend, estimate, evaluate,
interpret, judge, justify, predict, rate, reframe,
select, support, value

15.  In 2001, another team of scholars—led by Lorin
Anderson and David Krathwohl released a revised
version of Bloom’s taxonomy called A Taxonomy for
Learning, Teaching, and Assessing: A Revision of
Bloom’s Taxonomy of Educational Objectives
 The “Revised Bloom’s Taxonomy,” as it is commonly
called, was intentionally designed to be more useful to
educators and to reflect the common ways in which it
had come to be used in schools.
Revised Taxonomy

16. • 3 categories were renamed and all the categories
were expressed as verbs rather than nouns:
Knowledge was changed to Remembering
Comprehension became Understanding
Synthesis was renamed Creating
• Creating became the highest level in the
classification system, switching places with
Evaluating

18. Skills in preparing and classifying behavioral objectives
is a necessary function of the educator’s role, whether
teaching patients and their families in health care
settings, teaching nurses in continuing programs or
teaching nursing students in school.

19. 1. Educational - used to identify the intended
outcomes of the education process.
2. Instructional – describe the teaching activities,
specific content areas, and resources used to
facilitate effective instruction.
3. Behavioral/learning – describe precisely what the
learner will be able to do following a learning
situation.
Types of Objectives

20. GOALS vs OBJECTIVES
Final outcome to be achieved at the end, broad,
long-term targets and multidimensional
•GOALS or LEARNING OUTCOMES
Specific, single, one-dimensional, short-term and
achieved at the end of one teaching session
•OBJECTIVES

21. BEHAVIORAL OBJECTIVE
Describes a performance that learners
should be able to exhibit before they are
considered COMPETENT (Mager, 1997)
The intended result of instruction

22. “If you don’t know where you’re going, how will
you know which road to take to get there?”
- Mager 1997

23. THUS, after a nurse educator
has identified the needs of a
patient, it is important that
the educator clearly state the
behavioral objectives to be
achieved as well as intended
results before proceeding
with any steps of the
educational process

24. Writing Behavioral Objectives and Goals
Three important characteristics according to
Mager:
1. Performance
– What should the learner be able to do?
2. Condition
– Under which conditions should the learner
be able to do it?
3. Criterion
– How well must the learner be able to do it?

25. Writing Behavioral Objectives and Goals
Three important characteristics according to
Mager:
1. Performance
– What should the learner be able to do?

26. Writing Behavioral Objectives and Goals
Three important characteristics according to
Mager:
1. Performance
– What should the learner be able to do?
The most important and indispensable characteristic of a useful
objective is that it describes the kind of performance that will be
accepted as evidence that the learner has mastered the
objective.

27. Writing Behavioral Objectives and Goals
Three important characteristics according to
Mager:
1. Performance
– What should the learner be able to do?
Which of the two following learning objectives do you think is
better?
1.Be able to write a news article.
2.Be able to develop an appreciation of music.

28. Writing Behavioral Objectives and Goals
Three important characteristics according to
Mager:
1.
2. Condition
– Under which conditions should the learner
be able to do it?

29. Writing Behavioral Objectives and Goals
Three important characteristics according to
Mager:
1.
2. Condition
– Under which conditions should the learner
be able to do it?

30. Writing Behavioral Objectives and Goals
Three important characteristics according to
Mager:
3. Criterion
– How well must the learner be able to do it?

31. Four-part Method of Objective Writing:
A – audience (who)
B – behavior (what)
C – condition (under which circumstance)
D – degree (how well, to what extent,
within what time frame)
ABCD rule by Smaldino,
Lowther and Russel (2012)

32. EXAMPLE:
After a 20-minute teaching session on
relaxation techniques (C-condition), Mrs. Smith
(A-audience) will be able to identify (B-behavior)
three distinct techniques for lowering her stress
level (D-degree)

33. Condition Audience Behavior Degree
Without
using a
calculator
the student will solve five out of
six problems
After
watching a
video
the caregiver will select High protein
food for the
patient with
100%
accuracy

34. Condition Audience Behavior Degree
Using a model the staff nurse will demonstrate the correct
procedure for
changing sterile
dressings
Following group
discussions
the patient will list at least two
reasons for
losing weight

35. The committee identified three domains of
educational activities or learning (Bloom, et al.
1956):
Cognitive: mental skills (knowledge)
Affective: growth in feelings or emotional areas
(attitude or self)
Psychomotor: manual or physical skills (skills)
The Three Domains of
Learning

36. Knowledge- This involves the ability to recall information.
Example: can be remembering the safety rules when
driving.
Comprehension- It refers to understanding the data.
Furthermore, it also involves interpreting the data.
Example: a teacher understanding a chapter and explaining
in his own words.
Application- This means using knowledge in a new
situation. It refers to apply knowledge. Example: a doctor
applying his knowledge of science to treat patients.
Cognitive Domain

37. Analysis- Helps students to understand the difference
between facts and opinions. Example: a lawyer knows how
to separate facts from opinions in court.
Synthesis- To combine different parts of information to
form a pattern. Hence, synthesis gives new meaning.
Example: a sports coach makes new plans to win matches.
Evaluation- The ability to form judgments about a
situation. Example: a painter decides which colors to use
for a painting.
Cognitive Domain

38. Receiving information- Here a person becomes aware of the
feelings and emotions. Furthermore, it also involves the ability
to use emotion. Example: a person listening to a friend with
feeling.
Responding to the situation- This means people responding to
phenomena. It involves the active participation of the people.
Example: a student participating in group discussions.
Valuing- A person places value on something which he finds
important. Hence valuing is the ability to see the worth of
something. The person expresses this worth. Example: parents
love their children more than anything else.
Affective Domain

39. Organization- This means to organize values into matters
of great importance. A person gives more importance to
some values over another. Example: An army man wants
to stay in the gym rather than anywhere else.
Characterization- Here internalized valued control a
person’s behavior. Hence characterization refers to the
ability to internalize values. Example: a person having self-
confidence when working alone.
Affective Domain

40. Perception-Here a person applies sensory information to
motor activity. Example: a person removes his hand on
touching a hot cup.
Set- A person here is ready to act on the given opportunity.
Above all, it refers to the readiness to act. Example: an
ambitious person shows the motivation to take new projects.
Guided response- This refers to a person’s ability to copy a
behavior. Example: person follows rules to run a machine.
Psychomotor Domain

41. Mechanism- Mechanism is a person’s ability to convert
responses into a habit. Hence it means to be skill-full. Example:
a person cooking good meals after learning the recipe.
Complex clear response- It means a person’s ability to perform
complex patterns of action. Example: typing without even
looking.
Adaptation- This means to adapt one’s behavior in case of
special events. Example- a drive slows his car speed when
driving on mountains
Origination– This means to form new ways or patterns for a
situation. Example- a musician makes a sad song for dead
people.
Psychomotor Domain

42. Development of Teaching Plan
Teaching Plan
Blueprint to achieve the goals and objectives
that have been developed
Should indicate the purpose, content, methods,
tools, timing and evaluation of instruction
Can be presented in many different format

43. Objectives Content
Outline
Method of
Instructions
Time
Allotted
Resources Method of
Evaluation
Purpose:
Goal:
Sample Teaching Plan

44. Consistency
in the
teaching plan
Purpose: To provide mothers of male
newborns with the information necessary
to perform post circumcision care
Goal: The mother will independently
manage post circumcision care for her
baby boy
Objective: Following a 20-minute
teaching session, the mother will be able
to demonstrate the procedure for post
circumcision care with each diaper
change

45. Content
Outline
Methods of
Teaching
Time allotted
Resources
(Instructional
Materials)
Methods of
Evaluation
Parallel with
purpose, goal
and objective

46. CONTENT OUTLINE
Depends on the assessment of the learner’s need,
readiness to learn and learning style
METHODS OF TEACHING
Should be appropriate for the information being
taught, the learners and the setting.
EXAMPLE
Purpose: To teach a patient to self-administer medication
from an asthma inhaler (Psychomotor)
Methods of Teaching: Demonstration and Return
Demonstration

47. METHODS OF TEACHING
Should be appropriate for the information being
taught, the learners and the setting.
EXAMPLE
Purpose: To provide knowledge of what is a low-fat
diet to a group of individuals with high cholesterol
(Cognitive)
Methods of Teaching: Lecture-Discussion

48. Teaching session
should be no more
than 15 to 20
minutes in length
and no more than 30
minutes
Additional teaching
sessions may be
required to reach
learning goals
TIME ALLOTTED

49. RESOURCES
Should match the content and support the teaching method
EXAMPLE
When teaching breast self-examination, an anatomic
model of the breast plus written and audiovisual
materials would be useful instructional tools

50. METHODS OF EVALUATION
– Should match the domains of each objective
and validate whether the goal has been met.
– Must measure the desired learning outcomes to
determine if and to what extent the learner
achieved the goal

51. EXAMPLE
A learner diagnosed with CAD may have an
objective to be able to state and list the 3 most
important symptoms of a heart attack.
Evaluation Method:
Written post-test or oral question and answer
approach (to test the knowledge)

52.  Nurses need to be
able to develop
teaching plan as part
of their professional
practice
 All elements of
teaching plan need to
relate to each other to
be TRULY
EFFECTIVE

53. Bastable (2019). Nurse as Educator. Principles of
Teaching and Learning for Nursing Practice. Jones &
Bartlett Learning.
Reference:

54. QUIZ No. 1

55. 1
2
3
4
5
6
7
8
9
10

56. COLUMN A COLUMN B COLUMN C
1 Synthesis A. Involves the recall of specifics and
universals, the recall of methods and
processes,
A. Higher-order skills
2 Knowledge B. represents the “breakdown of a
communication into its constituent
elements or parts such that the relative
hierarchy of ideas is made clear
B. Lower level of cognition
and learning
3 Analysis C. Student is able to produce an
end product that fulfills a given
purpose rather than being
right/wrong.
4 Comprehension D. involves the “putting together of
elements and parts so as to form a
whole.”
5 Evaluation E. Applying learned material
such as rules, methods,
concepts, principles, laws, and
theories.

57. COLUMN A COLUMN B - Example COLUMN C – Domain of
Learning
6 Responding to the
situation
A. a person having self-
confidence when working
alone.
A. Cognitive
7 Characterization B. parents love their
children more than
anything else.
B. Affective
8 Valuing C. a teacher
understanding a chapter
and explaining in his own
words.
C. Psychomotor
9 Comprehension D. a painter decides
which colors to use for a
painting.
10 Evaluation E. a student participating
in group discussions