Self-Assessment Questions (SAQs) for Study Session 13
Now that you have completed this study session, you can assess how well you have achieved its Learning Outcomes by answering these questions. Write your answers in your Study Diary and discuss them with your Tutor at the next Study Support Meeting. You can check your answers with the Notes on the Self-Assessment Questions at the end of this Module.
SAQ 13.1 (tests Learning Outcomes 13.1 and 13.2)
- a.What does problem prioritising mean?
- b.During a needs assessment, you may identify many problems. However, it may not be feasible for you to address all these problems at the same time. What criteria do you use to select a priority problem?
Prioritisation is the process of placing problems in the order of urgency: highly urgent and important problems are put at the top, and less important and less urgent problems are put at the bottom.
There are five criteria to prioritise health problems for health education interventions. They are magnitude of the problem, severity of the problem, feasibility to solve the problem, community concern and government concern.
SAQ 13.2 (tests Learning Outcome 13.3)
List the five elements of an objective.
These are the five elements of an objective:
- What to achieve
- When to achieve
- Where to achieve
- Extent of achievement
- Who is the target group?
SAQ 13.3 (tests Learning Outcome 13.3)
What type of objective are each of the following?
- a.To reduce infant mortality by 10% by the end of 2015 in community ‘Y’.
- b.To increase the number of couples who use condoms from 30% to 50% by the end of 2014.
- c.To increase the number of people who seek treatment for malaria within 24 hours by 20% by the end of 2014.
- d.90% of households should be able to identify three types of HIV transmission by the end of 2012.
- e.By the end of this year, 200 condoms will have been distributed for youths in this kebele.
- a.is a health objective.
- b.is a behavioural objective.
- c.is a behavioural objective.
- d.is a learning objective.
- e.is a resource objective.
SAQ 13.4 (tests Learning Outcome 13.3)
Are these learning objectives correctly written? In each case, explain why the objective is correct or incorrect.
A At the end of the learning session, participants should understand what malaria is.
B At the end of the learning session, participants will be able to identify three methods of malaria prevention.
C At the end of the learning session, 80% of the participants will be able to identify prevention methods against malaria.
D At the end of the learning session, 80% of the participants will be able to identify three methods of malaria prevention.
A is incorrect because it does not show all the elements of the objective. For example, there is no extent of achievement. The word ‘understand’ is not used to write objectives, as it is difficult to pin down.
B is incorrect because it lacks the extent of achievement.
C is incorrect because the number of prevention methods the participants are supposed to identify is not specified.
D is correct because it includes all the elements of an objective.
SAQ 13.5 (tests Learning Outcome 13.3)
Write an example of one behavioural objective and one learning objective for health education activities on the subject of HIV/AIDS.
You can write a lot of behavioural objectives related to health education on HIV/AIDS. For example, ‘to increase the number of people who use condoms from 20% to 40%’, ‘to increase the number of people tested for HIV/AIDS by 70 within six months’, and so on.
For a learning objective, you may write that: ‘70% of the people who received health education will be able to identify three means of HIV/AIDS transmission’ or ‘90% of those who received health education should develop the belief that condom use can prevent HIV transmission’, and so on.
SAQ 13.6 (tests Learning Outcome 13.4)
What components should you include in your work plan for a health education programme?
These are the elements you should include in your work plan:
- Responsible people
- Time frame
Summary of Study Session 13