BEHAVIORAL OBJECTIVES AND TEACHING PLAN 1.

Performance – describes what the learner is

① Types of Objectives expected to be able to do.
Educational Objectives 2. Condition – describes the situations under
- Used to identify the intended outcomes of the education which the behavior will be observed or the
process. performance will be expected to occur.
Instructional Objectives 3. Criterion – describes how well, with what
- Describe the teaching activities, specific content areas, and accuracy, or within what time frame the
resources used to facilitate affective interaction. learner must be able to perform the behavior
Behavioral Objectives so as to be considered competent.
- Aka learning objectives. - These 3 characteristics translate into the following key
- Make use of the modifier behavioral or learning to denote questions:
action that this type of objective is action oriented rather o What should the learner be able to do?
than process focused. o Under which conditions should the learner be able
- Describe precisely what the learner will be able to do to do it?
following a learning situation. o How well must the learner be able to do it?
② Characteristics of Goals and Objectives ABCD RULE
- 2 factors differentiate goals from objectives – relationship to A – audience (who)
time and level of specificity B – behavior (what)
Goal C – condition (under which circumstance)
- Aka learning outcome D – degree (how well, to what extent, within what time frame.
- Final outcome to be achieved at the end of the teaching and
learning process. After a 20-minute teaching session on relaxation
- Long-term targets for both teacher and learner. techniques (condition), Mrs. Smith (audience) will be
Objectives
able to identify (behavior) three distinct techniques for
- Specific, single, concrete, one-dimensional behavior.
- Short term and should be achieved at the end of one lowering her stress level (degree)
teaching session.
Subobjectives THE FOUR-PART METHOD OF OBJECTIVE WRITING
- May also be written and reflect aspects of a main objective. Condition Audience Behavior Degree
- Specific statements of short-term behaviors that lead to Five out of six
achievement of the primary objective. Without using
the student will solve math
③ Importance of Using Behavioral Objectives a calculator
problems.
- The careful construction of well-written objectives: The correct
o Helps to keep educators’ thinking on target and procedure for
learner centered. Using a model the staff nurse will changing
o Communicates to learners and healthcare team demonstrate sterile
members what is planned for teaching and dressings.
learning. Following At least two
o Help learners understand what is expected of group the patient will list reasons for
them so they can keep track of their progress. discussion losing weight.
o Forces the educator to select and organize
educational materials. ⑤ Common Mistakes When Writing Objectives
o Encourages educators to evaluate their own - The most frequent errors made in writing objectives are as
motives for learning. follows:
o Tailors teaching to the learners’ unique needs. o Describing what the teacher does rather than
o Creates guideposts for teacher evaluation and what the learner is expected to do.
documentation of success or failure. o Including more than one expected behavior in a
o Focuses attention on what the learner will come single objective.
away. o Forgetting to identify all four components of
o Orients teacher and learner to the end results of condition, performance, criterion, and who the
the educational process. learner is.
o Makes it easier for the learner to visualize o Using terms for performance that are open to
performing the required skill. many interpretations, are not action-oriented,
④ Writing Behavioral Objectives and Goals and are difficult to measure.
- According to Mager, the format of writing concise and useful
behavioral objectives includes the following 3 important
characteristics.
 ⑦ Development of Teaching Plans
WRITING SMART OBJECTIVES Teaching Plans
Specific Be specific about what is to be achieved - Blueprint to achieve the goal and objectives that have been
Quantify or qualify objectives by including numeric, developed.
Measurable cost, or percentage amounts or the degree/level of - Should the indicate the purpose, content, methods, tools,
mastery expected timing, and evaluation of instruction.
Achievable Write attainable objectives. - Created for 3 major reasons:
Resources must be available and accessible to o to direct the teacher to look at the relationship
Realistic achieve objectives between each of the steps of the teaching process
Timely State when the objectives will be achieved to make sure that there is a logical approach to
teaching.
⑥ Taxonomy of Objectives According to Learning Domains o to communicate in writing exactly what is being
COGNITIVE DOMAIN taught, how it is being taught and evaluated, and
- Involves acquiring information and addressing the the time allotted to meet each of the behavioral
development of the learner’s intellectual abilities, mental objectives. This is essential for the involvement of
capacities, understanding, and thinking process. the patient and each member of the healthcare
team.
CREATE o to legally document that an individual plan for
each learner is in place and is being properly
EVALUATE
implemented.
ANALYZE - A teaching plan should incorporate the following 8 basic
elements:
APPLY o Purpose
UNDERSTAND o Statement of the overall goal
o List of objectives
REMEMBER o An outline of the content to be covered in the
teaching session.
AFFECTIVE DOMAIN o Instructional methods used for teaching the
- Involves an increasing internalization or commitment to related content.
feelings expressed as emotions, interests, beliefs, attitudes, o Time allotted for the teaching of each objective.
values, and appreciations. o Instructional resources
o Methods used to evaluate learning.

CHARACTERIZATION ________________________________________________________
TEACHING METHODS AND SETTINGS
ORGANIZATION
① Teaching Methods
- Way information is taught that brings the learner into
VALUING
contact with what is to be learned.
RESPONDING - The importance of selecting appropriate teaching methods
to meet the needs of learners should not be
RECEIVING underestimated.
- The nurse educator functions in the vital role of teacher by
facilitating, guiding, and supporting the learner in acquiring
PSYCHOMOTOR DOMAIN new knowledge.
- Also known as the “skills domain” - Deciding which methods to select must be based on a
- Involves acquiring fine and gross motor abilities such as consideration of such major factors including:
walking, handwriting, manipulating, equipment, or o Audience characteristics (size, diversity, learning
performing a procedure. style preferences)
o Educator’s expertise as a teacher
PERCEPTION
o Objectives of learning
o Potential for achieving learning outcomes
SET
o Cost-effectiveness
GUIDED RESPONSE o Setting for teaching
MECHANISM
o Evolving technology.

COMPLEX OVERT RESPONSE

ADAPTATION A. Lecture – “legere” = to read

ORIGINATION
o Highly structured method Major Advantages and Limitations of Lecture
o Educator verbally transmits information directly to Advantages Limitations
a group of learners for the purpose of instruction. - An efficient, cost-effective means - Largely ineffective in
o Oldest and most often used approaches for for transmitting large amounts of influencing affective and
teaching. information to a large people at psychomotor behaviors.
o Allows for only minimal exchange between the the same time. - Does not provide for much
educator and the learner. - Useful to describe patterns, stimulation or participatory
o 5 approaches to the effective transfer of highlight main ideas, summarize involvement of the learners.
knowledge during a lecture: data, and present unique ways of - Very instructor centered
▪ Use of opening and summary viewing information. and thus the most
statements. - An effective approach for knowledgeable one – the
▪ Present key forms cognitive learning. teacher.
▪ Offer examples - Useful in providing foundational - Does not account for
▪ Use analogies background information as a basis individual differences.
▪ Use visual backups for subsequent learning. - All learners are exposed to
o It has 3 parts: - Easily supplemented with printed the same information
▪ INTRODUCTION handouts and other audiovisual - diversity within groups
• Overview of the behavioral materials to enhance learning. makes it challenging.
objectives.
• Make a connection with the B. GROUP DISCUSSION
overall subject. o Learners get together to actively exchange
• Establish a rapport information, feelings, and opinions with one
▪ BODY another and with the educator.
• Actual delivery of content o Can incorporate other specific types of
• Entire presentation word for instruction.
word. o Leads to:
• Important aspects should be ▪ Deeper understanding and longer
covered in an organized, retention of information
accurate, logical and ▪ Increased social support
interesting manner. ▪ Greater transfer of learning
▪ CONCLUSION ▪ More positive interpersonal relationship
• Should include a wrap up. ▪ More favorable attitudes toward
• Summarizing the information learning
provided in the presentation ▪ More active learner participation.
o The educator’s speaking skills are important in the o Teaching in both affective and cognitive domain.
delivery of lecture.
▪ volume B1. TEAM-BASED LEARNING
▪ rate ▪ Offers educators a structured, student-
▪ pitch/tone centered learning environment.
▪ pronunciation ▪ Enrich the student’s learning experience
▪ enunciation through active learning strategies.
▪ proper grammar ▪ Uses a structured combination of pre-
▪ avoiding annoying habits such as the use class preparation, individual and group
of “ums” readiness assurance tests, and
o body language should also be considered: application exercises.
▪ demonstrate enthusiasm ▪ Incorporate 4 key principles
▪ make frequent eye contact with • Forming heterogenous teams
audience • Stressing student
▪ Use posture and movement accountability
▪ Use gestures. • Providing meaningful team
assignments focusing on
solving real-world problems.
• Providing feedback to
students
 B2. COOPERATIVE LEARNING Major Advantages and Limitations of Group Discussion
▪ Methodology of choice for transmitting Advantages Limitations
foundational knowledge. - Enhances learning in both - One or more members may
▪ Educator is the center of authority in the affective and cognitive domains. dominate the discussion.
class with group tasks usually more - Both learners centered and - Easy to stray from the topic
close-ended and often have specific subject centered. - Shy learners may refuse to
answers. - Stimulates learners to think become involved.
▪ Leads to deep learning and critical about issues and problems. - Requires skill to tactfully
thinking. - Encourages members to redirect learners who go off
▪ Includes 4 key components exchange their own experiences – tangents.
• Extensive structuring of the making learning more active. - Particularly challenging for
learning tasks by teacher. - Provide opportunity for sharing the novice teacher.
• Strongly interactive student- ideas and concerns. - More time consuming to
student execution of tasks. - Foster positive peer support and transmit information.
• Immediate debriefing or other feelings of belonging. - Requires teacher’s presence
assessments to provide the - Reinforces previous learning. at all sessions.
teacher and students with
prompt feedback about the C. ONE-TO-ONE INSTRUCTION
success of the intended o Involves face-to-face delivery of information
learning. specifically designed to meet the needs of an
• Instructional modifications by individual learner.
the teacher based on ▪ Formal one-to-one instruction – a
feedback. planned activity
B3. CASE STUDIES ▪ Informal one-to-one instruction –
▪ Offers learners an opportunity to unplanned interaction.
become thoroughly acquainted with a o Offers an opportunity for both the educator and
patient situation before discussing the learner to communicate knowledge, ideas,
patient and family needs and identifying and feelings primarily through oral exchange.
health-related problems. o Stages of change
▪ Leads to the development of analytical ▪ Precontemplation – provide
and problem-solving skills, exploration information in a non-threatening
of complex issues, and application of manner.
new knowledge and skills. ▪ Contemplation – support decision
▪ Increase learner motivation and making for change by identifying
engagement. benefits, considering barriers to the
▪ Help to develop reading, writing, and change, and making suggestions.
listening skills. ▪ Preparation – support a move to action.
B4. SEMINARS ▪ Action – encourage constant practice of
▪ Stimulated by the posing of questions by the new behavior to instill commitment.
the educator. ▪ Maintenance – continue
▪ Consists of several sessions in which a encouragement and support to
group of staff nurses or students, consolidate new behavior and prevent
facilitated by an educator, discuss relapses.
questions and issues that emerge from
Major Advantages and Limitations of One-to-one Instruction
assigned readings on a topic of
Advantages Limitations
relevance.
▪ Active sharing of ideas and thoughts - The pace and content of teaching - Learner is isolated from
provides the learners with a deeper can be tailored to meet individual others
understanding of the content. needs. - Deprives learners of the
▪ Educator’s role is to act as a facilitator. - Ideal as an intervention for initial opportunity to identify with
assessment and ongoing others and share things.
evaluation of the learner. - Can put learners on the spot.
- Good for teaching behaviors in all - Questioning may be
three domains of learning. interpreted by learners as
- Especially suitable for teaching technique to test their
those who are disabled, etc. knowledge.
- Provides opportunity for - Learner may feel anxious.
immediate feedback.
 ▪ Computer – used in learning
D. DEMONSTRATION AND RETURN DEMONSTRATION laboratories to mimic situations
o Demonstration is done to show the learner how to whereby information and feedback are
perform a certain skill. given to learners.
o Return Demonstration by the learner is carried out
as an attempt to establish competence by Major Advantages and Limitation of Simulation
performing a task with cues from the educator as Advantages Limitations
needed.
- Excellent for psychomotor skills development. - Can be
o Can be enhanced through scaffolding.
- Enhances higher level problem-solving and expensive.
▪ Breaks length procedures into a series
interactive abilities in the cognitive and - Very labor
of short steps.
affective domain. intensive in many
Major Advantages and Limitation of Demo and Return Demo - Provides for active learners’ involvement in a cases.
Advantages Limitations life-like situation. - Not readily
- Especially effective for learning - Requires plenty of time to set - Guarantees a safe, non-threatening available to all
in the psychomotor domain. aside for teaching and learning. environment for learning. learners yet.
- Actively engages the learner - Size of audience must be kept
through simulation of visual, small. G. ROLE PLAY
auditory and tactile senses. - Equipment can be expensive o Method of instruction by which learners actively
- Repetition of movement and to purchase and replace. participate in an unrehearsed dramatization.
constant reinforcement - Extra space and equipment
increases confidence, are needed for practicing Major Advantages and Limitation of Role Play
competence, and skill retention. certain skills. Advantages Limitations
- Provides opportunity for - competency evaluation - Opportunity to explore - Limited to small groups.
overlearning to achieve the goal. requires 1:1 learner to teacher feelings and attitudes. - Tendency by some participants to
ratio. - Potential for bridging the overly exaggerate their assigned
gap between understanding roles.
E. Gaming and feeling. - A role part loses its realism and
o Method of instruction requiring the learner to - Narrows the distance credibility if played too dramatically.
participate in a competitive activity with preset between and among - Discomfort felt by some
rules. patients and professionals. participants in their roles or inability
to develop them sufficiently.
F. Simulation
o Trial-and-error method of teaching whereby an H. ROLE MODEL
artificial experience is created that engages the o Identification and emanates from learning and
learner in an activity that reflects real-life developmental theories such as Bandura’s social
Major Advantages and Limitation of Self-Instruction learning theory.
Advantages Limitations o Nurses educators have many opportunities to
demonstrate behaviors they would like to instill in
- Allows for self-pacing - Limited with learners who have
learners.
- Stimulates active-learning. low literacy skills.
- Provides opportunity to - Not appropriate for learners with Major Advantages and Limitation of Role Model
review and reflect on visual and hearing impairments. Advantages Limitations
information. - Requires high level of motivation. - Influences attitudes to achieve - Require rapport between the
- Offers built-in, frequent - Not good for learners who tend to behavior change primarily in the role model and the learner.
feedback. procrastinate. affective domain. - Potential for negative role
- Indicates mastery of - May induce boredom in - Potential of positive role models models to instill unacceptable
material accomplished. population. to instill socially desired behavior.
behaviors.
conditions but without taking consequences of an
actual situation. I. Self-Instructing
o Types of Simulation o To provide or design instructional activities that
▪ Written – use case studies about real or guide the learner in independently achieving the
fictitious situation. objectives of learning.
▪ Clinical – replicate complex care o Defined as a self-contained educational activity
situations. that allows learners to progress by themselves at
▪ Model – used to teach a variety of their own pace.
audience.
 - Healthcare professionals can gain knowledge and skills
② Evaluation of Teaching Methods related to technology to meet the information needs of
healthcare consumers.
- Educators should ask five major questions to help decide
which teaching method to use.
Cybersecurity
o Does the teaching method help the learners to
- Effectiveness of the “technologies, processes and practices
achieve the stated objectives?
designed to protect computer systems from unauthorized
o Is the learning activity accessible and acceptable
use of harm.”
to the learners who have been targeted?
- Nurses who engage with healthcare consumers in an online
o Is the teaching method efficient given the time,
environment must be aware of the risks and teach clients
energy, and resources available in relation to the
how to safeguard their health information.
number of learners?
- A common security measure for patient portals require the
o To what extent does the teaching method allow for
use of complex password that includes a combination of
active participation to accommodate the needs,
letters, numbers, and symbols.
abilities, and style of the learner?
o Is the teaching method effective?
Internet Healthcare Coalition
- Identify and promote high-quality educational resources on
③ Increasing Effectiveness of Teaching the internet.
1. Present information enthusiastically. - One of the organization’s most significant accomplishment
2. Include humor was the establishment of the e-Health Code of Ethics and
3. Exhibit Risk-Taking Behavior displayed 6 languages on its website.
4. Deliver Material Dramatically o Purpose of this code is to ensure confident and
5. Choose problem-solving activities informed use of the health-related information
6. Serve as a role model found on the web.
7. Use anecdotes and examples GUIDING PRINCIPLES OF THE E-HEALTH CODE OF ETHICS
8. Use technology - Disclose information about the
creators/purpose of the site that will help
TECHNOLOGY IN EDUCATION CANDOR users make a judgement about the
credibility and trustworthiness of the
① Health Education in a Technology – Based World information or services provided.
- Be truthful in describing products/services
Information Age
HONESTY and present information in a way that is not
- Change in focus from industry to information.
likely mislead the user.
- Beginning in the 1970s, improvements in information
technology and decreasing cost of computers suddenly - Take the necessary steps to ensure that the
made information more accessible. information provided is accurate and well-
supported and that the services provided
Mobile Technology are of the highest quality.
- Media players, electronic readers, cloud-based digital - Present information in a manner that is easy
assistants and other computer-driven devices. QUALITY for users to understand and use.
- Provide background information about the
How has Technology affected people? sources of information provided and the
1. Infrastructure now exists to link people. review process used to assist the user in
2. Only 15% report not using the internet. making a decision about the quality of the
3. Internet has become easier with the advent of high – speed information provided.
data services. - Inform users if personal information is
4. Majority of Americans have the hardware necessary to INFORMED collected and allow them to choose
access the Web. CONSENT whether the information can be used or
5. Healthcare applications are available online. shared.
- Take steps to ensure that the user’s right to
PRIVACY
Consumer Informatics privacy is protected.
- Also referred to as “Consumer Health Informatics” - Abide by the ethical code of your
- Information structures and processes that empower PROFESSIONALISM profession.
consumers to manage their own health. IN ONLINE HEALTH - Provide users with information about who
- Use technology to strengthen the relationship between CARE you are, what your credentials are and what
patient and healthcare provider. you can do online and which limitations may
apply to the online application.
 - Take steps to ensure that sponsors, partners o Determine the currency of the information on a
RESPONSIBLE
and others who work with you are webpage.
PARTNERING
trustworthy. o Identify resources to answer questions.
- Implement a procedure for collecting, - Criteria for Evaluating Health – Related Websites
reviewing, and responding to user feedback. o Accuracy
ACCOUNTABILITY
- Develop and share procedures for self- o Design
monitoring compliance. o Authors/Sponsors
o Currency
② Strategies for Using Technology in Healthcare Education o Authority

World Wide Web

- Virtual space for information Ⓐ SOCIAL MEDIA
- Composed of a network of information servers around the - Internet sites and applications that allow users to create,
world that are connected to the internet. share, edit, and interact with online content.
- User moves around the World Wide Web by way of a web - Powerful force to educate and empower people.
browser. - Changed the way people seek and find health-related
- Search engines and search directories are computer information.
programs that allow the user to search the web for specific - Provides a means for networking and professional
subject area. development among nurses and other healthcare
professionals.
Internet a. Blogs
- Huge global network of computers established to allow the o Popular mechanism for individuals to share
transfer of information from one computer to another. information and experience related to a given
topic.
③ Healthcare Consumer Education in a Technology – Based World o Blog entries are typically viewed in reverse
chronological order.
- 1/3 of adults over the age of 65 years report never using the
o Includes archives, a blogroll, and a reader
internet.
comment section.
- African Americans are less likely than whites to use the
o Bloggers are between the ages of 21 and 35 years.
internet and to have broadband access.
o Most use a pseudonym rather than their own
- People living with disabilities in the US are 3x less likely to go
name.
online than people with disabilities.
- Only 15% of web users report that they always check the
b. Wikis
source and date of the information found.
o Website that allows multiple users to come
- World Wide Web contains information designed for both
together to collaboratively write and edit the
professional and consumer audiences.
content and structure of a collection of webpages.
- Web also contains information that may be biased,
o Allow users to work in concert with one another
inaccurate, or misleading.
but not necessarily simultaneously.
- Most agree that individuals who are more information
o Wikis also have the capacity to hold multimedia
literate have the following competencies:
content such as text, videos, audio and
o The ability to identify the information they need.
photographs.
o The skills to access the information they need.
o Knowledge of how to evaluate the information
c. Other forms of social media
they find.
i. Facebook
o The ability to use the information they deem valid.
• Most popular
- Steps to develop INFORMATION LITERACY SKILLS include:
• Hosts number of health and
o Reduce a problem or topic to a searchable
professional organizations,
command that can be used with a search engine
illness-based support groups,
or search directory.
and nursing and other
o Categorize webpages according to their purpose.
professional journals.
o Identify sources of potential bias that may
ii. Twitter
influence the content of manner by which the
• Offers free microblogging
content is presented.
• Used by nurses and other
o Make a judgement as the likelihood that the
health professionals and
information found on the webpage is accurate and
healthcare organizations in
reliable.
many ways.
o Make decisions as to the completeness or
comprehensiveness of the information presented. •
 iii. YouTube ▪ Text messages are not considered to be
• Video-sharing platform where secure as they are not encrypted and
users upload, view, and share may be stored by wireless carrier.
videos of varying lengths. ▪ Text messages can be stored on a
• Multiple video clips of any cellphone or handheld device
illness, surgery or procedure. indefinitely.
• Advantages include simple ▪ Within healthcare organizations, IT
and cost-effective manner, Departments do not typically monitor
rich and enticing – especially text messaging may not be part of the
for the younger population. organization’s HIPAA compliance plan.
- When using social media, nurses should be aware of the b. Electronic Discussion Groups
following: o All electronic discussion group share a common
o Many social media sites have been used to market feature – the ability to connect people
products, various forms of abuse, and convey asynchronously from various locations via
bullying or biased messages that can result in computer.
psychological harm. c. Mailing Lists
o Electronic communication may be prudent to o People communicate with one another by sharing
obtain legal advice. e-mail messages.
o Maintaining the privacy and confidentiality of o Individuals who have subscribed to the mailing list
patients. send their e-mail messages to a designated
o Everything posted on a social media site is public address, where a software program then copies
information. the message and distributes it to all subscribers.
Ⓑ WEBCAST AND WEBINARS d. Other form of online discussion
a. Online Chats
Webcasts
▪ Provide an opportunity for online
- Live broadcasts over the Internet, permit audio and/or video
conversation to take place in real time.
to be transmitted to participants in multiple locations.
▪ Several people from different locations
- Podcasts are audio-only webcasts
participate in a conversation at the
- Vodcasts are video-based webcasts
same time.
Webinars
- Aka web conferencing ④ Technology for Professional Development in Nursing
- Similar to webcast in that they are Internet-based programs. Distance Learning
However, webinars do allow greater interaction. - Teacher and learner are separated from each other.
- Online courses
Ⓒ INTERNET - 62% of institutions offer fully online degree programs
compared to 32.5% a decade earlier.
a. Email/Texting
- Online education is not restricted to higher education
o Electronic messaging holds great potential for
programs. Online continuing education programs are also
improving care, communication and health
available to nurses from a variety of sources such as their
education.
own professional organizations.
o Two common forms of electronic messaging are:
- Online environment is simply a tool to facilitate teaching and
▪ Email Messaging – can be any length
learning.
and can include attachments such as
- Principles used to guide the creation and provision of high-
pictures and video.
quality higher education online programs:
▪ Text Messaging – way to communicate
o A high-quality curriculum and instruction
via mobile phone using a cellphone
o An online program consistent with the institution’s
number.
role and mission.
o When sending e-mail messages, nurses should
o Faculty support
remember that electronic communication differs
o Resources for learning
from face-to-face communication:
o Students and student services
▪ Electronic communication lacks context.
o Commitment to support faculty and students.
▪ May take a longer in that the sender
o Evaluation and assessment of students and the
could wait hours or days before the
program as a whole.
message is received and answered.
▪ Provide a written record.
▪ Can never be assumed to be private.
o The foll are reasons why healthcare professionals
should be cautious about sending text to clients:
 EVALUATION IN HEALTHCARE EDUCATION 2. For what purpose is the evaluation being
conducted?
① Evaluation 3. Which questions will be asked in the evaluation?
- Defined as a systematic process that judges the worth or 4. What is the scope of the evaluation?
value of something–in this case, teaching and learning. 5. Which resources are available to conduct the
- Evaluation can provide evidence that what nurses do as evaluation?
educators makes a value-added difference in the care they ④ Evaluation Models
provide.
- Includes identifying and measuring educational activities - Abruzzese (1992) constructed the Roberta Straessle
and learner outcomes that indicate the learning needs of Abruzzese (RSA) evaluation model for conceptualizing, or
registered nurses and student nurses have been met. classifying educational evaluation into different categories
- A critical component of the nursing practice decision, the or levels.
education process and the nursing process. - The RSA model provides a visual of five basic types of
o These processes are cyclical; evaluation serves as evaluation in relation to one another based on focus,
the critical bridge at the end of one cycle that purpose, related questions, scope and resources available.
provides evidence to guide direction of the next
cycle.

② Evaluation, Evidence-Based Practice and Practice-Based

Evidence

Evidence-based practice (EBP)

- Defined as “the conscientious use of current best evidence

in making decisions about patient care.”
- 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
Process (Formative) Evaluation
preferences and values.”
- External evidence: - Purpose: make necessary adjustments to an educational
o Intended to be generalizable or transferable activity as soon as they are identified.
beyond the specific study setting or sample. - This helps the nurse anticipate and prevent problems
- Internal evidence: before they occur or identify problems as they arise.
o Data generated from a diligently conducted - Scope: limited in breadth of content and time frame
quality improvement project. allotted to a specific learning experience, such as a class or
workshop.
Practice-based evidence
Content Evaluation
- Defined as “the systematic collection of data about client
progress generated during treatment to enhance the - Purpose: determine whether learners have acquired the
quality and outcomes of care.” knowledge or skills taught during the learning experience.
- Scope: limited to a specific learning experience and to
③ Evaluation Versus Assessment
specifically stated objectives for that experience.
- Assessment (input): focuses on initially gathering,
Outcome (Summative) Evaluation
summarizing, interpreting, and using data to decide a
direction for action. - Purpose: determine the effects of teaching efforts.
- Evaluation (intermediate output): involves gathering, - Measures the changes that result for teaching and
summarizing, interpreting and using data after an activity learning.
has been completed to determine the extent to which an - Occurs after teaching has been completed or after an
action was successful. education program has been carried out.
- Primary differences: - Scope: longer time period than does content evaluation.
o Timing
o Purpose Impact Evaluation

Determining the Focus of Evaluation - Purpose: determine the relative effects of education on
the institution or the community and to obtain
- Guides evaluation design, conduct, data analysis and information that will help decide whether continuing an
reporting of results. educational activity is worth its cost.
- Five basic components: (to identify these components, ask - Scope: broader, more complex and usually more long term
the following questions) than that of process, content, or outcome evaluation.
1. For which audience is the evaluation being
conducted?
Total Program Evaluation ⑦ Conducting the Evaluation

- Purpose: determine the extent to which all activities for an - To minimize the effects of unexpected events that can
entire department or program over a specified time meet occur when carrying out an evaluation, the following three
or exceed the goals originally established. methods are likely to add to a successful achievement of
- Scope: broad, generally focusing on overall goals rather the process.
than on specific learning objectives. Also, complex, usually 1. Conduct a pilot test first.
focusing on the learner and the teacher and the 2. Include extra time to complete all the evaluation
educational activity. steps.
3. Keep a sense of humor throughout the
⑤ Designing the Evaluation experience.
Design Structure

- “How detailed should the evaluation be?”

Evaluation Methods

- The focus of evaluation determines the evaluation design

structure.
- Answers to the following questions can assist in selecting
the most appropriate, feasible methods when conducting
a particular evaluation in a particular setting and for a
specific purpose:
o Which types of data will be collected?
o What date will be collected and from whom?
o How, when, and where will data be collected?
o Who will collect the data?

Types of Data to Collect

- Types of data that are collected about people can be

classified as demographic (e.g., age, gender, health status)
as well as cognitive, affective, or psychomotor behaviors.
- The types of data that are collected about the
environment in which a program or activity is conducted
generally include such characteristics as temperature,
lighting, location, layout, space and noise level.

⑥ Barriers to Evaluation

- Barriers to conducting an evaluation can be classified into

three broad categories:
1. Lack of clarity
2. Lack of ability
3. Fear of punishment or loss of self esteem

Lack of Clarity

- The focus for evaluation is unclear, unstated or not well-

defined.

Lack of Ability

- Inability to conduct education evaluations most often

results from lack of knowledge, confidence, interest, or
resources needed to carry out this process.

Fear of Punishment or Loss of Self-Esteem

- Both the learner and the teacher may fear that anything
less than a perfect performance will result in criticism,
punishment, or evidence that their mistakes will result in
their being labeled as incompetent.