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NCM-102

The document outlines the course NCM 102: Health Education at the University of Cebu - Banilad College of Nursing, designed to equip nursing students with teaching skills applicable in clinical and classroom settings. It includes course learning outcomes, modules covering health education perspectives, teaching methods, and assessment strategies, as well as references for further reading. The course aims to prepare students to effectively promote health and educate clients, families, and communities.

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Jay Señires
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17 views

NCM-102

The document outlines the course NCM 102: Health Education at the University of Cebu - Banilad College of Nursing, designed to equip nursing students with teaching skills applicable in clinical and classroom settings. It includes course learning outcomes, modules covering health education perspectives, teaching methods, and assessment strategies, as well as references for further reading. The course aims to prepare students to effectively promote health and educate clients, families, and communities.

Uploaded by

Jay Señires
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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UNIVERSITY OF CEBU – BANILAD COLLEGE

OF NURSING
Gov. Cuenco Ave., Banilad, CebuCity, Philippines 6000
Website: www.uc.edu.ph
Tel. No.: (032) 231-8613, (032) 233-8888 loc. 104

COURSE CODE : NCM 102


COURSE TITLE : HEALTH EDUCATION
COURSE DESCRIPTION :
The course is designed to help nurses learn how to teach through discussions of health education
concepts, principles, theories and strategies as they apply in the clinical and classroom situations. The
course will provide the necessary principles of teaching and learning to become effective nurse
educators as a means of meeting the specific health needs of various clients in any settings.
PRE-REQUISITE : N/A
CO-REQUISITE : N/A
LEC UNITS : 3 UNITS (54 Hours)
PLACEMENT : 1st year – 2nd Semester

COURSE LEARNING OUTCOMES:


At the end of the first year, given simulated situations in selected settings, the students demonstrate
basic nursing skills in rendering, safe, appropriate care utilizing the Nursing Process.
1: Apply principles, theories and strategies of health education in assisting clients to promote and
maintain health in various settings.
2: Practice effective health education to clients, family and community.
3: Practice collaboration and teamwork in preparing for health education
4: Develop an instructional design to meet the learning needs of the client.
5: Communicate effectively in speaking, writing, and presenting using culturally appropriate language.
6: Assess and evaluate the learning of the client.

COURSE CONTENT
MODULE 0
 University Of Cebu
 Vision
 Mission
 Goals
 Objectives
 Core values
I CARE
 College of Nursing
 Vision
 Mission
 Goals
 Core Values
NURSE
 Program (BSN)
Educational objectives
(PEOS)
 CMO 15 Series of 2017 (14) BSN Program outcome
 Course information
 Course outcomes
MODULE 1
A. Health Education Perspective
a. Historical Development in Health Education
b. Issues and trends in Health Education
c. Health issues and the biological, psychological, and sociological aspects of health and disease
d. Contemporary health and the promotion of optimal health throughout the lifespan
e. Theories in Health Education - (e.g. Pender’s Health)
f. Promotion Theory, Bandura’s Self Efficacy Theory,
g. Health Belief Model, Green’s Precede-Proceed Model

B. Perspective on Teaching and Learning


1. Overview of Education on Health Care
2. Concepts of teaching, learning, education process vis a vis nursing process, historical foundations for
the teaching role of the nurse
3. Role of the Nurse as a Health Educator
4. Hallmarks of Effective Teaching in Nursing
MODULE 2
Principles of Good Teaching Practice in Undergraduate
C. Education
1. Barrier to Teaching and Obstacles to Learning
2. Applying Learning Theories to Health Care Practice
a. Principles of Learning
b. Learning Theories
c. Types of learning
d. Learning styles of different age groups
3. Planning and Conducting Classes
a. Developing a Course Outline/Syllabus
b. Formulating Course objectives
c. Selecting Content
d. Selecting Teaching Methods
e. Choosing a textbook/references
f. Conducting the Class
MODULE 3
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
Assessment of the Learners
1. Characteristics of the Learner
2. Determinants of Learning
a. Assessment of learning needs
b. Readiness to learn
c. Learning styles principles
3. Steps in the assessment of learning needs.
4. Methods to Assess Learning Needs.
Understanding Motivation and Behavior Change
1. Learner Characteristics
2. Planning for Learning
3. Essential Components of Motivation and Behavior Change Theories
Understanding and Assessing Literacy and Readability
1. Literacy Levels
2. Reading Levels
3. The Importance Of Adequate Literacy
4. Assessing Literacy
a. REALM (Rapid Estimate of Adult Literacy in Medicine)
b. WRAT (Wide Range Achievement Test)
5. Teaching people with Low-Literacy skills
6. Developing printed educational materials
a. Organizational Factors
b. Linguistic Factors
c. Appearance Factors
d. Readability Formula
7. Improving Readability
8. Information Literacy

MODULE 4
Teaching/ Instructional Methods
1. Teaching strategies classifications
a. Traditional Strategies
b. Activity-Based Strategies
c. Computer Teaching Strategies
d. Distance Learning
e. Teaching Psychomotor Skills
f. Clinical Teaching
2. Instructional Aids
3. Assessment and Evaluation
a. Learning Assessment of clients
b. Methods of Evaluation
c. Qualities of Good Measurement
d. Interaction Process Analysis/Process Recording
REFERENCES:
1. Bastable, Susan B. (2008) Nurse as Educator: Principles of Teaching and Learning for Nursing Practice
3rd Ed. Jones and Bartlet Publishing, Burlington, Massachusetts

2. Bastable, Susan B. (2019) Nurse as Educator: Principles of Teaching and Learning for Nursing Practice
5th ed. Jones and Bartlet Learning. Burlington, MA

3. Bradshaw, Martha J. and Lowenstein, Arlene J. (2007) Innovative Teaching Strategies in Nursing 4rth
ed. Jones and Bartlett Publishers, Sadbury, Massachusetts

Prepared by:

MERCY MILAGROS B. APUHIN, PhDNSc (c), RN


D e a n

NOT VALID WITHOUT

SCHOOL SEAL

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