Course Title: Health Education Course Code: NUR 493 Program: Bachelor of Nursing Department: Community Health Nursing College: College of Nursing Institution: Taibah University Version: V2 Last Revision Date: 2015 A. General information about the course: 1. Course Identification 1. Credit hours: ( 2 ) 2. Course type A. ?University ? College ?Department ?Track ?Others B. ? Required ?Elective 3. Level/year at which this course is offered: (7th Level/4th Year) 4. Course general Description: This course is designed to introduce the students to the basic concepts of health education process and the theoretical consideration in the development of health education programs. Emphasis is on planning, implementing, and evaluating health education programs applied to the individual, family, and community. 5. Pre-requirements for this course (if any): NONE 6. Co-requisites for this course (if any): NONE 7. Course Main Objective(s): 1. Discuss concepts, principles, approaches, theories, and models of health education. 2. Outline the steps of the health education process. 3. Design health education program proposal. 2. Teaching mode (mark all that apply) No Mode of Instruction Contact Hours Percentage 1 Traditional classroom 30 100% 2 E-learning 3 Hybrid ? Traditional classroom ? E-learning No Mode of Instruction Contact Hours Percentage 4 Distance learning 3. Contact Hours (based on the academic semester) No Activity Contact Hours 116. Lectures 30 117. Laboratory/Studio 118. Field 119. Tutorial 120. Others (specify) Total 30 B. Course Learning Outcomes (CLOs), Teaching Strategies and Assessment Methods Code Course Learning Outcomes Code of CLOs aligned with program Teaching Strategies Assessment Methods 1.0 Knowledge and understanding 1.1 Describe different concepts, principles, approaches, and learning domains related to health education. K1 Lectures Discussions E- learning Self-learning Standardized exams 1.2 Outline the steps of health education process with emphasize on the role of health educator at each step. K2 Lectures Discussions E- learning Self-learning Standardized exams 2.0 Skills 2.1 Contrast selected theories, and models of health education. S1 Lectures Discussions E- learning Self-learning Standardized exams Code Course Learning Outcomes Code of CLOs aligned with program Teaching Strategies Assessment Methods 2.2 Design health education program proposal based on legal and ethical consideration. S1 Discussions E- learning Group Activities/Assignm ent /Health Education Program Proposal Standardized exams Assignment rubrics 2.3 Demonstrate skills of effective communicating in health education program, including writing, and oral presentation through a variety of media, strategies, approaches, and technology to diverse audiences. S5 Lectures Discussions E- learning Self-learning Group Activities/Assignm ent /Health Education Program Proposal Assignment assessment rubrics 3.0 Values, autonomy, and responsibility 3.1 Demonstrate ethical and moral principles, values, continuous learning skills, and working within the group in meeting clients, families, and communities’ health education needs. V1 Discussions E- learning Self-learning Group Activities/Assignm ent /Health Education Program Proposal Assignment assessment rubrics C. Course Content No List of Topics Contact Hours 84. Overview of Education in Health Care 4 85. Legal and Ethical Issues in Health Education 2 86. Applying Learning Theories to Healthcare Practice 2 87. Compliance, Motivation, and Models of Health Education 4 88. Determinants of Learning 2 89. Behavioral Objectives 2 90. Taxonomy of Objectives According to Learning Domains 2 91. Instructional Methods and Settings 2 92. Instructional Materials 2 93. Evaluation in Healthcare Education 2 94. Health Education for Special Populations 2 95. Technology in Health Education 2 96. Health Education Program Proposal Presentation 2 Total 30 D. Students Assessment Activities No Assessment Activities * Assessment timing (in week no) Percentage of Total Assessment Score 73. Quizzes / Course Activity (Assignments) Week 5, 12 20 74. Midterm Written Exam Week 9 20 75. Health Education Program Proposal Week 15 10 76. Final Written Exam End of the semester 50 *Assessment Activities (i.e., Written test, oral test, oral presentation, group project, essay, etc.). E. Learning Resources and Facilities 1. References and Learning Resources Essential References - Bastable S. B. Nurse as Educator: Principles of Teaching and Learning for nursing practice. (2020). Jones and Bartlett Learning. - De Young S. Teaching strategies for nurse educators. (2014). John wily and Sons, Inc. Supportive References - Nursing Education and Practice Journal - The Health Education Journal - Health Education Research - Nurse Education Today - International Journal of Health Education Electronic Materials - World Health Organization http://www.who.int/en/ - Access to online databases of medical literature (MedLine, CINAHL, Google Scholar, University Elibrary, EBSCOhost, ProQuest) Other Learning Materials - Nursing Scope of Practice Guidelines 2. Required Facilities and equipment Items Resources facilities (Classrooms, laboratories, exhibition rooms, simulation rooms, etc.) - Classroom with internet and computer access Technology equipment (projector, smart board, software) - Data Show (Projector) - Computer/s - Blackboard Learning Management System Other equipment (depending on the nature of the specialty) NONE F. Assessment of Course Quality Assessment Areas/Issues Assessor Assessment Methods Effectiveness of teaching Program Manager Head of department Students 5. Direct method: - Observation Rubrics 6. Indirect methods: - Surveys: A. Students overall rating on the quality of their courses - Focus group discussion Effectiveness of Students’ assessment Head of department Exam center committee Faculty (Peer Reviewers) 5. Direct method: - Reports for Exam Review process (Analysis of student scores, Grade distribution, Exam Difficulty Index) 6. Indirect methods - Surveys: A. Students overall rating on the quality of their courses (clarity and fairness of assessments) Quality of learning resources Students Faculty Indirect methods: - Surveys: A. Students' satisfaction with the offered services Assessment Areas/Issues Assessor Assessment Methods B. Satisfaction of beneficiaries with the learning resources (teaching staffstudents) The extent to which CLOs have been achieved Faculty Program Assessment Committee (PAC) Program Manager Stakeholders Alumni 9. Direct methods: - Students’ scores on assignments and exams 10. Indirect method - Course Report - PAC Report - Surveys: A. Employers' Evaluation of the Program Graduate’s Proficiency (if available) B. Alumni Evaluation of Program (if available) Other Assessors(Students, Faculty, Program Leaders, Peer Reviewer, Others (specify) Assessment Methods(Direct, Indirect)