Syllabus

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