Adventist medical Center College

San Miguel, Iligan City

DEVELOPING the TEACHING PLAN

Adventist Medical Center College

San Miguel, Iligan City

Teaching Plan

Topic: Wound care

General Objectives: After 30 minutes of nurse-patient interaction, the patient will be able to
acquire knowledge, skills and attitude regarding proper execution of wound care.
Venue:
Participants:

Learning Content Method of Timeframe Instructional Methods of

/Specific Outline/ Instruction/ (in mins.) Resources Evaluation/
Objectives Learning Teaching Allotment Evaluation
Outcome Learning Parameters
Activities
This refers to Outline of Techniques. Time allotted This deals This will
the desired the subject Strategies, for the ice- with depend on
learning or matter or instructional breakers and manpower, the learning
behavioral topic which ,materials introduction money, objectives of
attributes or should and media to the learning machine, etc. the session or
behaviors coincide with be used session, lesson.
that must be the learning activities,
shown at the or behavioral recap, open
end of the objective forum (if
session. any) etc.

EXAMPLES to the above parts of Teaching Plan

Within 30 Definition of Pre-Activity 5 minutes Visual Aids Q&A

mins of wound care Introduction such as
health Wound care of self (cartolina, 1. The
teaching the is the process Q&A pentel pen awareness
patient will of cleansing and scotch of the
be able to: and dressing tape) patient
1. Define wound in Lecture 5 minutes about the
correctly order to discussion procedure
the become free
 wound from being
care. infection Lecture done.
discussion 2. Define
2. Describe Infection wound
signs and Sign and care in
symptoms symptoms your own
of wound include word
infection. wound warm correctly
to touch, 3. What are
misalignment the
of wound materials
edges, and to be used
purulent in wound
wound care?
drainage. 4. What are
Signs of the
systemic comments
infection or
include fever opinions
and body about the
malaise. procedure
being
thought?

Preparing the Teaching Plan

- A health education plan may emphasize a phase of the behavior-change process
that is related to the client’s health needs/problems.
- The plan may follow the sequence of that process, from pre-training to the
continued performance of a behavior that helps resolve a health need/problem.
- The written teaching plan represents a package of educational services provided to a
participant or consumer or student. The plan, therefore, should be written from the
participant’s viewpoint.

The process of generating a teaching plan helps the Health Educator:

a. Recognize and use methods of learning that involve the client as an active participant;
b. Include a list of specific actions or abilities that the client may perform at intervals
during the educational intervention and at the end;
c. Clarify what he expects the students to do when the educational intervention is over.

Health Educator preparing a teaching plan in primary health setting should:

A. Get background information about the client from the person’s record and any agency
reports that include description of the client’s population group(demographic data—
who, what, where)
 B. Conduct needs assessment of the participants , the scope and content of the health
education class, possible actions/interventions to be undertaken to address the needs,
and the possible approaches, strategies or methodologies to be used.

STEPS I WRTING a HEALTH EDUCATION PLAN (Castro, 2011)

1. Assess the learning needs by answering the following:

a. What are the characteristics and learning capabilities of the learner or client?
- client’s age
- developmental stage in his or her lifestyle (Is there a health threat, deficit, need or
foreseeable crisis or stress point)
- use the Family assessment guide
-level of Maslow’s hierarchy of needs is the client situated
b. What needs have been identified and prioritized in terms of health promotion, risk
reduction and health problems?
- Consult epidemiological report, community needs assessment report, incident
report.
c. What knowledge does he or she already have in relation to the subject matter?
- Interview the client regarding knowledge of certain facts related to the subject
matter, administer pre-test and post-test questionnaires.
d. Is the client motivated to change unhealthy behaviors?
- Health educator must identify reasons for seeming resistance or indifference to
change which may be due to lack of knowledge or skills regarding the issue on hand,
environmental constraints or hindrances, cultural belief and practices.
- Health educator must create a “learning climate” during the pre-training phase to
encourage the client to decide to undergo health behavior change.