التثقيف الصحي

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)