competency of the participant-; to the training progrnm. This is done by giving them n pre-test to cvnhrntc thci. r level of knowledge and attitude nnd readiness in term~; of the new material that they will go through in the training. Skills test can ;ilso be done lo evaluate performance hnsecl on standards. In the TNA cond11cled by the nursing students, thev were able to detecl wrong information about vit.,d si). \ns Laki11g from the pre-t~st. Errors were observed in vital signs taking <. luring Lhc skills lest. These observations were used as bases to make sure thnt the misinformation arc corrected and the errors avoided. The TNA results can actually help in developing the instructional design or the lesson plan for the training and in providing details in the SKA analysis of each task. 6. Developing the instructional design. After the TNA. the nurse is now ready to develop the instructional design. The instructional design is similar to the lesson plan. lt specifics the content. the instructiona l activities or the teacbing­ leitming methods,me. I how the competencies are going to be evaluated. The SKA analysis,..;I] be the basis for making the instructi,mal plan. All behaviors listed under SKJLLS are the competencies that should be boned in actual clinical setting with actual patients. All items or content Listed under KNOWLEDGE will have to be learned during didactics or in a classroom setting or practice sessions. All items under ATITru DE should be taught both in classroo m and practice sessions and actual clinical setting- All items listed under skills, knowledg. e and attitudes are the COM PETENCl ES that the bealth workers need to learn_ When planning for tl1e instructional activities, be guided by the following principles: Leaming activities must be purposeful, planned and organized. They should engage the learners to listen and interact with one another. make observations. think or analyze critically, perform skills or demonstrate behaviors that approximate the expected or intended training outcomes (Bil Jings 1. 958). Lea min~ activities sbou. ld be designed in such a way that they pro~res. siv<;?ly contribute lo the achievement of competencies of a training course while preparing the learners for ·more complicated cognitive, psychomoto r and cognitive competencies. Kemp (1971) states that content should he meaningfully a J1d systematical ly or~anizcd in a way that there is a graduated sequencing of content from simple to complex starting \,ith fact learning, moving on to concept formation. principles and then to higher intellectual levels of problem soh,ing. prediction and inference_ Consider principles of learning in meeting learners ' needs and abilities. The teacher must recognize lhe many variables in a given situation that can affect indjvidual's desire to learn and ability to master the needed skills (Schweer l976). " Recognize the student as on Individual; respect individual student's worth and dignity regardless of teacher's expectations and goals » Motiv:oition patterns are highly individua lized. Students tend to be highly motivate d when they can see a direct relationship between the learning activity and their learning needs. 235 