Republic of the Philippines
SOUTHERN LUZON STATE UNIVERSITY
College of Allied Medicine
Lucban, Quezon
Course Syllabus
NPS 6 Teaching Strategies in Health Education
(Revised for Academic Year 2011-2012)
Summer Class
VISION
A service-oriented state university known for its excellence in the science technology, culture and arts, and strong advocacy for the protection of the ecosystem in the region and management of Mt. Banahaw.
MISSION
To be an active instrument of peace, economic upliftment and overall community development by producing, globally prepared, morally upright, ecologically consciousand productive citizen.
CORE VALUES
GO God loving
S Service Oriented
L Leadership by an example
S Sustained passion for excellence
U Undiminished commitment to peace and environment advocacy
Course Title : TEACHING STRATEGIES IN HEALTH EDUCATION
Course Code : HealthEd
Course Credit : 3 units lecture
Contact hours/sem : 54 lecture hours
Prerequisite : None
Placement : 2nd year, Summer
Faculty :
Title : Part-Time Nursing Instructor
Semestral Dates : April 11, 2011 to May 21, 2011
COURSE DESCRIPTION
The course includes discussions on health education concepts, principles, theories and strategies as they apply in the clinical and classroom situations. It provides critical thinking activities for students to apply concepts of learning and teaching and appreciate the nurse’s role as a teacher in various settings. It further provides experiences to develop beginning skills in designing and applying a teaching plan using the nursing process as a framework in the Related Learning Experience and classroom setting.
COURSE OBJECTIVES :
At the end of the course, and given actual or simulated situations/conditions, the student will be able to:
1. Develop a perspective of the scope, principles and strategies used in teaching-learning process.
2. Develop beginning concepts regarding the learner and the learning, the teacher and the teaching in nursing education to be used in the delivery of health care.
3. Develop some basic concepts related to the communication process in the teaching and learning situations.
4. Develop sound attitude in evaluating the teaching-learning process both in classroom and clinical setting
5. Apply principles, theories and strategies of health education in assisting clients to promote and maintain their health.
6. Develop an instructional design to meet the learning needs of clients.
7. Ensure a well-organized recording and reporting system.
8. Observe bioethical principles and the core values (love of God, caring of country and of people)
9. Relate effectively with clients, members of the health team and others in work situations related to nursing and health.
COURSE ASSESSMENT
Teaching techniques include lectures, participative discussions, research work, brainstorming and class presentations. Role playing, gaming, film showing, meta-planning and focused group discussions on selected topics are also part of student’s assessment.
GRADING
Students must earn a 60 percent or better in order to pass this course. Requirements submitted, examinations, quizzes, take home assignments, reaction papers and group work activity by the students shall be evaluated accordingly.
Comprehensive/Long Examination 40%
Quizzes/Paper and Pencil Test 30%
Individual interaction/ class participation 15%
Discussant/Leadership performance, reaction paper, assignment and others e.g. notebook, related projects 10%
Attendance 5%
INSTRUCTOR’S CONTACT
Students may contact the instructor with any concerns in relation to the subject at College of Allied Medicine-
Note: No transaction or inquiries neither submission of assignment nor any return or borrowed materials should be done at home. It is expected that all school related transaction shall be entertained at the COAM office only.
COURSE OUTLINE
Target time No. of Hours Topics Activities Evaluative Measure
April 11, 2010
April 12, 2011
April 13, 2011
April 14, 2011
April 18, 2011
April 19, 2011
2 1/2
2 Orientation to the course
a. Objective and activities
b. Course content
c. Course requirement
d. Grading
HEALTH EDUCATION PERSPECTIVE
A. Historical development in health education
B. Issues and trends in health education
1. Health issues and the biological, psychological, and sociological aspects of health and diseas
2. Contemporary health and the promotion of optimal health throughout the lifespan
II. PERSPECTIVE ON TEACHING AND LEARNING
A. Overview of Education on Health Care
-Definition of terms
-Education process
-Teaching
-Instructions
-Learning
-Patient Education
-Staff Education
B. Concepts of teaching, learning, education process vis-a-vis nursing process, historical foundations for the teaching role of the nurse
C. Role of the nurse as a health educator
D. Hallmarks of effective teaching in nursing
E. Principles of good teaching practice in undergraduate education
F. Barrier to Education and Obstacles to Learning
1. Factors interfering with the Delivery of Education
2. Factors interfering with the Learners ability to learn
G. Applying learning theories to health care practice
1. Principles of learning
2. Learning theories/Theories in Health Education (e.g. Pender’s Health Promotion Theory, Bandura’s Self Efficacy Theory, Health Belief Model, Green’s Precede-Proceed Model)
3. Types of learning
4. Learning styles of different age groups
PRELIMINARY EXAMINATION
H. Planning and Conducting Classes
1. Developing a course outline/syllabus
2. Formulating course objectives
3. Selecting content
4. Selecting teaching methods
5. Choosing a textbook/references
6. Conducting the class
III. CHARACTERISTICS OF THE LEARNER
A. Determinants of Learning
1. Learner's characteristics
2. Assessment of the learner
3. Assessing learning needs
B. Motivation and behavior of the learner
1. Learning principles
2. Motivation and behavior change theories
C. Literacy and readability
1. Reading levels of clients
2. Assessing literacy
3.Teaching strategies for low literate patients
4. Developing printed educational materials
MIDTERM EXAMINATION
IV. TEACHING STRATEGIES AND METHODOLOGIES FOR TEACHING AND LEARNING
A. Traditional Teaching Strategies
1. Lecturing
2. Discussion
3. Questioning
4. Using audio visuals
5. Interactive lecture
B. Activity-Based Strategies
1. Cooperative learning
2. Simulations
3. Problem-based learning
4. Self-learning modules
C. Computer teaching strategies
1. Computer-assisted instructions
2. Internet
3. Virtual reality
D. Distance learning
1. Interactive television classes
2. Via internet
E. Teaching psychomotor skills
1. Approaches to teaching skills
2. Assessment of psychomotor skill learning
F. Clinical teaching
1. Purpose of clinical laboratory
2. Models of clinical teaching
3. Preparation for clinical instruction
4. Conducting a clinical laboratory session
V. ASSESSMENT AND EVALUATION
A. Learning assessment of clients
B. Methods of evaluation
C. Qualities of good measurement
D.Interaction process analysis/process recording
FINAL EXAMINATION
Lecture discussion brainstorming
Research work
Lecture Evocative Discussion
Lecture Evocative Discussion
Lecture Evocative Discussion
Interview Participative Discussion Brainstorming
Lecture
Film Viewing
Play
Live discussion
Demonstration research work
Reporting
Brainstorming
Role Playing
Video showing
Discussion
Lecture Evocative Discussion
Saturday, April 9, 2011
Friday, January 14, 2011
letter to ihhp
SLSU
COAM
LUCBAN QUEZON
January 14, 2011
Name nung padadalhan mo
posisyon nya
Dear Sir/madam:
Good Day!
I am a Bachelor of Science in Nursing student currently enrolled in the subject Thesis Writing. As such, I would like to request your permission to allow me to used your free emotional intelligence quiz available at your website http://www.ihhp.com. This free emotional intelligence quiz which will be I using will serve as a tool to evaluate the level of emotional intelligence for my study. My study entitled “Emotional Intelligence and Clinical Performance Grade of Selected Nursing Students in Quezon Province.”
This tool which is attached to this letter will serves as a pertinent data to my study. I intend to give this emotional intelligence test for all my respondents. Rest assured that the free online emotional quiz will be using for my academic purposes only.
Thank you and I am looking forward to have your favorable response to my request by sending me your consent that allow me to use it as part of my study is concern. You can reply to my email address ________or my personal residence at____________________
I hope you will response to my concern because it is the only way to finish my research study or else I will not graduate this March 2011.
Thank You so much.
Respectfully yours,
name
COAM
LUCBAN QUEZON
January 14, 2011
Name nung padadalhan mo
posisyon nya
Dear Sir/madam:
Good Day!
I am a Bachelor of Science in Nursing student currently enrolled in the subject Thesis Writing. As such, I would like to request your permission to allow me to used your free emotional intelligence quiz available at your website http://www.ihhp.com. This free emotional intelligence quiz which will be I using will serve as a tool to evaluate the level of emotional intelligence for my study. My study entitled “Emotional Intelligence and Clinical Performance Grade of Selected Nursing Students in Quezon Province.”
This tool which is attached to this letter will serves as a pertinent data to my study. I intend to give this emotional intelligence test for all my respondents. Rest assured that the free online emotional quiz will be using for my academic purposes only.
Thank you and I am looking forward to have your favorable response to my request by sending me your consent that allow me to use it as part of my study is concern. You can reply to my email address ________or my personal residence at____________________
I hope you will response to my concern because it is the only way to finish my research study or else I will not graduate this March 2011.
Thank You so much.
Respectfully yours,
name
Wednesday, November 10, 2010
Online Quiz on Nursing Management
Please answer the following question correctly.
1. A manner of thinking related to evaluation that utilized deductive reasoning.
2. Type of learning intended on self or on behalf.
3. The most efficient but not a guarantee for correct decision as it used trial and error
4.This kind of thinking is exemplified when stereotypical statements are used to justify arguments and decision.
5.On what type of management decision makers do you think you are?explain briefly?
6.A decision making tools that does not guarantee that a correct decision will be made,but they assist in visualizing data
7.Another decision making tools that allows visualization of various outcomes
8.It is a popular tool to determine the timing of decisions which was developed by the Booz-Allen-Hamilton organization and the US Navy in connection with the Polaris missile.
9. As you answer the multiple choice question from the past, do you prefer the first impression or the second one? Why?
10. What was your impression to your newly instructor of NCM 105 Nursing Management?
Please answer this from 6pm till 9am.Thanks..
Please click other topics for the chapter 1 discussion..
1. A manner of thinking related to evaluation that utilized deductive reasoning.
2. Type of learning intended on self or on behalf.
3. The most efficient but not a guarantee for correct decision as it used trial and error
4.This kind of thinking is exemplified when stereotypical statements are used to justify arguments and decision.
5.On what type of management decision makers do you think you are?explain briefly?
6.A decision making tools that does not guarantee that a correct decision will be made,but they assist in visualizing data
7.Another decision making tools that allows visualization of various outcomes
8.It is a popular tool to determine the timing of decisions which was developed by the Booz-Allen-Hamilton organization and the US Navy in connection with the Polaris missile.
9. As you answer the multiple choice question from the past, do you prefer the first impression or the second one? Why?
10. What was your impression to your newly instructor of NCM 105 Nursing Management?
Please answer this from 6pm till 9am.Thanks..
Please click other topics for the chapter 1 discussion..
Chapter 1 discussion decision making
Decision making
A complex and cognitive process often defined as choosing a particular course of action
The process of choosing one course of action over another
Decision is a course of action that is consciously chosen from available alternatives for the purpose of achieving a desired result.(Venzon)
Problem solving
O Is a part of decision making
O A systematic process that focuses on analyzing a difficult situation
O It always includes a decision making step
Critical thinking
O Referred to as reflective thinking
O It is related to evaluation and has a broader scope than decision making and problem solving
O Is a manner of thinking that moves from general to specific, ever narrowing the focus until the logic of both the questions and the arguments comes to the same conclusion
Characteristics of critical thinker
Flexible Persistent Creative
Caring open to new ideas Resourceful
Analytical outside the box thinker energetic
Intuitive outcome directed empathetic
Assertive observant willing to take action
Insightful Risk taker willing to change
Communicator knowledgeable
Vicarious Learning to Increase Problem Solving and Decision Making Skills
Case Studies
According to research done by Bowers (2004) concluded that case study learning provided a positive learning experience to promote clinical decision making and judgment in nursing students.
Similarly, simulation models are increasingly being used by schools of nursing to allow the transference of textbook knowledge into a real life situation where nursing students can function in their role without negatively affecting their clients.(Robertson,2006)
Heuristics
It involve being able to recognize patterns and being able to more rapidly solve a problem or come to a conclusion
A way of thinking and solving problems,quickly,effeciently, and maximizing what is already known.
refers to using a trial and error of rules of thumb approach to problem solving
O Fascione (2006)
recognizes the value of heuristics in decision making but warns that heuristics are only short cuts, not fail,safe rules and that relying on heuristics may work most of the time but will not be the best all of the time.
People think illogically in three ways:
1. Overgeneralizing
A type of crooked thinking occurs when one believes that because A has a particular characteristics, every other day has the same characteristics. This kind of thinking is exemplified when stereotypical statements are used to justify arguments and decision.
2. Affirming the consequences
In this type of illogical thinking, one decides that if B is good and he or she is doing A, then A must not be good.
3. Arguing from analogy
Rational and Administrative Decision Making
This thinking applies a component that is present in two separate concepts and then states that because A is present in B, then A and B are alike in all respects.
In the late 1940s, Herbert A. Simon’s work revealed that most managers made many decisions that did not fir the objective rationality theoryHe delineated the two types of management decision makers
1. ECONOMIC MAN
2. ADMINISTRATIVE MAN
Economic
Makes decisions in a very rational manner
Has complete knowledge of the problem or decision situation
Has a complete list of possible alternatives
Has a rational system order of ordering preference of alternatives
Selects the decision that will maximize utility function
Administrative
Makes decisions that are good enough
Because complete knowledge is not possible, knowledge is alwys fragmented
Because consequences of alternatives occur in the future, they are impossible to predict accurately
Usually chooses from among alternatives, not all possible ones
The final choice is satisficing rather maximizing
Clancy (2003) maintains that even the most experienced manager cannot eliminate all uncertainty when making decision. However, to assist manager in making decision, management analysts have developed tools that provide order and direction in obtaining and using information which are helpful in making decision, these are;
Decision Grids
Pay-off tables
Decision Trees
Consequence Table
Logic Model
Program Evaluation and Review Technique
Decision grid
It allows one to visually examine the alternatives and compare each against the same criteria.Although any criteria may be selected, the same criteria are used to analyze each alternative.This tool would be useful when changing the method of managing care on a unit or when selecting a candidate to hire from a large interview pool
Payoff tables
O These have a cost-profit-volume relationship and are very helpful when some quantitative information is available,such as an item’s cost or predicted use.
O To use payoff tables, one must determine probabilities and use historic data e.g., hospital census or report on the number of operating procedure to be performed.
Example:
If Mr. M,the nursing management intstructor for the class costs Php500 , the dean would need to charge each 40 participants Php12.5 for the class, but for 46 participants, the class would cost only Php10.87 each.
The dean would use attendance data from past classes and the number of nurses potentially available to attend to attend the probable class size.
Payoff tables does not guarantee that a correct decision will be made,but they assist in visualizing data
Decision trees
Used to plot a decision over time, decision trees allow visualization of various outcomes
Consequence table
Clancy (2003) used consequence table to demonstrate how various alternatives create different consequences. A consequence table lists the objectives for solving a problem down one side of a table and rates how each alternative would meet the desired objective.
PERT
It is a popular tool to determine the timing of decisions.
Developed by the Booz-Allen-Hamilton organization and the US Navy in connection with the Polaris missile.
a flow chart
A complex and cognitive process often defined as choosing a particular course of action
The process of choosing one course of action over another
Decision is a course of action that is consciously chosen from available alternatives for the purpose of achieving a desired result.(Venzon)
Problem solving
O Is a part of decision making
O A systematic process that focuses on analyzing a difficult situation
O It always includes a decision making step
Critical thinking
O Referred to as reflective thinking
O It is related to evaluation and has a broader scope than decision making and problem solving
O Is a manner of thinking that moves from general to specific, ever narrowing the focus until the logic of both the questions and the arguments comes to the same conclusion
Characteristics of critical thinker
Flexible Persistent Creative
Caring open to new ideas Resourceful
Analytical outside the box thinker energetic
Intuitive outcome directed empathetic
Assertive observant willing to take action
Insightful Risk taker willing to change
Communicator knowledgeable
Vicarious Learning to Increase Problem Solving and Decision Making Skills
Case Studies
According to research done by Bowers (2004) concluded that case study learning provided a positive learning experience to promote clinical decision making and judgment in nursing students.
Similarly, simulation models are increasingly being used by schools of nursing to allow the transference of textbook knowledge into a real life situation where nursing students can function in their role without negatively affecting their clients.(Robertson,2006)
Heuristics
It involve being able to recognize patterns and being able to more rapidly solve a problem or come to a conclusion
A way of thinking and solving problems,quickly,effeciently, and maximizing what is already known.
refers to using a trial and error of rules of thumb approach to problem solving
O Fascione (2006)
recognizes the value of heuristics in decision making but warns that heuristics are only short cuts, not fail,safe rules and that relying on heuristics may work most of the time but will not be the best all of the time.
People think illogically in three ways:
1. Overgeneralizing
A type of crooked thinking occurs when one believes that because A has a particular characteristics, every other day has the same characteristics. This kind of thinking is exemplified when stereotypical statements are used to justify arguments and decision.
2. Affirming the consequences
In this type of illogical thinking, one decides that if B is good and he or she is doing A, then A must not be good.
3. Arguing from analogy
Rational and Administrative Decision Making
This thinking applies a component that is present in two separate concepts and then states that because A is present in B, then A and B are alike in all respects.
In the late 1940s, Herbert A. Simon’s work revealed that most managers made many decisions that did not fir the objective rationality theoryHe delineated the two types of management decision makers
1. ECONOMIC MAN
2. ADMINISTRATIVE MAN
Economic
Makes decisions in a very rational manner
Has complete knowledge of the problem or decision situation
Has a complete list of possible alternatives
Has a rational system order of ordering preference of alternatives
Selects the decision that will maximize utility function
Administrative
Makes decisions that are good enough
Because complete knowledge is not possible, knowledge is alwys fragmented
Because consequences of alternatives occur in the future, they are impossible to predict accurately
Usually chooses from among alternatives, not all possible ones
The final choice is satisficing rather maximizing
Clancy (2003) maintains that even the most experienced manager cannot eliminate all uncertainty when making decision. However, to assist manager in making decision, management analysts have developed tools that provide order and direction in obtaining and using information which are helpful in making decision, these are;
Decision Grids
Pay-off tables
Decision Trees
Consequence Table
Logic Model
Program Evaluation and Review Technique
Decision grid
It allows one to visually examine the alternatives and compare each against the same criteria.Although any criteria may be selected, the same criteria are used to analyze each alternative.This tool would be useful when changing the method of managing care on a unit or when selecting a candidate to hire from a large interview pool
Payoff tables
O These have a cost-profit-volume relationship and are very helpful when some quantitative information is available,such as an item’s cost or predicted use.
O To use payoff tables, one must determine probabilities and use historic data e.g., hospital census or report on the number of operating procedure to be performed.
Example:
If Mr. M,the nursing management intstructor for the class costs Php500 , the dean would need to charge each 40 participants Php12.5 for the class, but for 46 participants, the class would cost only Php10.87 each.
The dean would use attendance data from past classes and the number of nurses potentially available to attend to attend the probable class size.
Payoff tables does not guarantee that a correct decision will be made,but they assist in visualizing data
Decision trees
Used to plot a decision over time, decision trees allow visualization of various outcomes
Consequence table
Clancy (2003) used consequence table to demonstrate how various alternatives create different consequences. A consequence table lists the objectives for solving a problem down one side of a table and rates how each alternative would meet the desired objective.
PERT
It is a popular tool to determine the timing of decisions.
Developed by the Booz-Allen-Hamilton organization and the US Navy in connection with the Polaris missile.
a flow chart
Tuesday, November 9, 2010
Online Quiz for Nursing Management BSN IV C
Please answer the following question correctly.
1. A manner of thinking related to evaluation that utilized deductive reasoning.
2. Type of learning intended on self or on behalf.
3. The most efficient but not a guarantee for correct decision as it used trial and error
4.This kind of thinking is exemplified when stereotypical statements are used to justify arguments and decision.
5.On what type of management decision makers do you think you are?explain briefly?
6.A decision making tools that does not guarantee that a correct decision will be made,but they assist in visualizing data
7.Another decision making tools that allows visualization of various outcomes
8.It is a popular tool to determine the timing of decisions which was developed by the Booz-Allen-Hamilton organization and the US Navy in connection with the Polaris missile.
9. As you answer the multiple choice question from the past, do you prefer the first impression or the second one? Why?
10. What was your impression to your newly instructor of NCM 105 Nursing Management?
Please answer this from 6pm till 9am.Thanks..
Please click other topics for the chapter 1 discussion..
1. A manner of thinking related to evaluation that utilized deductive reasoning.
2. Type of learning intended on self or on behalf.
3. The most efficient but not a guarantee for correct decision as it used trial and error
4.This kind of thinking is exemplified when stereotypical statements are used to justify arguments and decision.
5.On what type of management decision makers do you think you are?explain briefly?
6.A decision making tools that does not guarantee that a correct decision will be made,but they assist in visualizing data
7.Another decision making tools that allows visualization of various outcomes
8.It is a popular tool to determine the timing of decisions which was developed by the Booz-Allen-Hamilton organization and the US Navy in connection with the Polaris missile.
9. As you answer the multiple choice question from the past, do you prefer the first impression or the second one? Why?
10. What was your impression to your newly instructor of NCM 105 Nursing Management?
Please answer this from 6pm till 9am.Thanks..
Please click other topics for the chapter 1 discussion..
Saturday, July 17, 2010
Masters thesis title
Sir,
Attached herewith a copy of my thesis title as well as the problems and the subproblems.
The Level of Quality of Nursing Textbook in Library Center of Southern Luzon State University: A Basis for Enhanced Library Procurement Program
This study sought to determine the level of quality of nursing textbooks; Specifically it sought to answer the following questions:
1. What is the demographic profile of the nursing students in terms of the following:
a. Age
b. Gender
c. Year Level
2. What Nursing textbooks are commonly used in the Library center of Southern Luzon State University as identified by the respondents?
3. What is the level of quality of nursing textbooks in terms of
a. Nursing specialty content
b. Credibility
c. Content quality
d. General Content
e. Format
f. Tangible Issues
4. Is there any significant difference on the level of quality of nursing textbook on the per year level basis?
5. What are the implications that can be derived from the findings of the study for the development of enhanced library procurement program for nursing students?
Thanks sir:
Medel Cabalsa
Attached herewith a copy of my thesis title as well as the problems and the subproblems.
The Level of Quality of Nursing Textbook in Library Center of Southern Luzon State University: A Basis for Enhanced Library Procurement Program
This study sought to determine the level of quality of nursing textbooks; Specifically it sought to answer the following questions:
1. What is the demographic profile of the nursing students in terms of the following:
a. Age
b. Gender
c. Year Level
2. What Nursing textbooks are commonly used in the Library center of Southern Luzon State University as identified by the respondents?
3. What is the level of quality of nursing textbooks in terms of
a. Nursing specialty content
b. Credibility
c. Content quality
d. General Content
e. Format
f. Tangible Issues
4. Is there any significant difference on the level of quality of nursing textbook on the per year level basis?
5. What are the implications that can be derived from the findings of the study for the development of enhanced library procurement program for nursing students?
Thanks sir:
Medel Cabalsa
Sunday, June 20, 2010
On line Quiz for Theoretical Foundation in Nursing
Identify the following meaning.Write only the answers.
1. an idea or complex mental image of a phenomenon.
2. group of related concepts that propose action intended to explain a set of fact,event or phenomena
3. a testable relating statement
4. subject of the theory
5.It sets forth meaning to a certain phenomena.
6. A classification on nursing theories that describe to know the properties and workings of a discipline.
7.Also known as the situation producing theories
8.Principles by a nurse in using nursing theory
9.What are your expectation to the subject TFN?
10. What impression and confirm qualities you evidently found to your TFN instructor?
Please answer it briefly.
The answer is until 9 o'clock in the evening.(June 21,2010)
1. an idea or complex mental image of a phenomenon.
2. group of related concepts that propose action intended to explain a set of fact,event or phenomena
3. a testable relating statement
4. subject of the theory
5.It sets forth meaning to a certain phenomena.
6. A classification on nursing theories that describe to know the properties and workings of a discipline.
7.Also known as the situation producing theories
8.Principles by a nurse in using nursing theory
9.What are your expectation to the subject TFN?
10. What impression and confirm qualities you evidently found to your TFN instructor?
Please answer it briefly.
The answer is until 9 o'clock in the evening.(June 21,2010)
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