LUNA GOCO COLLEGES INC

CALAPAN CITY

COLLEGE OF NURSING

NCM102: HEALTH EDUCATION

COURSE SYLLABUS

MR. MARLO C. SALAVARIA

COURSE DESCRIPTION
The course deals with concepts, principles and theories in teaching and learning. It also focuses on the appropriate strategies of health education as they apply in various
health care scenarios. The learners are expected to develop beginning skills in designing and implementing a teaching plan using the nursing process as a framework. Course
Intended Learning Outcomes:

1. Integrates principles, theories, and strategies of health education in the conduct of health teaching activities
2. Utilizes health education process appropriate to target clientele.
3. Utilizes evidence-based health education process
4. Adheres to ethico-legal considerations when providing safe, quality and professional health education to clientele.
5. Communicates both in oral and written form about the health education plan and results to clients, colleagues, and other members of the health care team
6. Documents client’s responses to health teaching activities
7. Ensures collaboration among health care providers in the conduct of health teaching activity/ies.
8. Uses appropriate strategies to plan health teaching activity/ies.
9. Applies relevant and current research findings in the application of effective health teaching activity/ies
10. Updates one’s own learning through various means of obtaining knowledge
11. Projects image of a true Filipino nurse with sound moral values and an appreciation of arts and culture
12. Utilize technology to update diverse means of teaching & learning
13. Apply nursing core values in the conduct of health teaching activities

INTENDED CONTENT TEACHING TIME RESOURCES ASSESSMENT

LEARNING LEARNING ALLOTMENT
OUTCOMES ACTIVITIES
Program Outcome Rules, policies, and procedures in the Orientation Set 3 hours First day of Observation of student conduct in
conduct of lecture classes and the classroom rules class For Prelim class
1. Demonstrates positive actual conduct of health teaching in and regulations
Filipino behavior in the community
words , actions and in
relating with clients,
colleagues, teachers and
other health care
providers and the general
public in respect to
health education.
Program Outcome PRELIM Traditional 3 hours >Laptop & 1st & 2nd quiz–paper and pen
teaching and Audiovisual (pretest & posttest)
Discusses the evolution Unit 1. Overview of Education in learning strategy: equipment >Bastable,
of the teaching role of Health Care Lecture- Susan B.Nurse as
nurses. 1. Historical development in health Discussion Educator: Principles
education of Teaching and
2. Role of the Nurse as health Learning for Nursing
educator Practice. Jones and
3. Hallmarks of effective teaching in Bartlett Publishers
nursing Sudbury,
4. Principles of good teaching Massachussetts, 2018
practice in undergraduate education >De Young, Sandra.
5. Barrier to education and obstacles January.Teaching
to learning Strategies for Nurse
Educators. 2nd
Edition. Pearson
Education, Inc.,2008.
Program Outcome Definition of terms: Activity-based 3 hours Bastable, Susan B. 3 rd & 4th quiz–paper and pen
Defines the terms related ✓ Teaching strategy: Nurse as Educator: (pretest & posttest)
to teaching and learning ✓ Learning Cooperative Principles of
✓ Education process learning Teaching and
Learning for Nursing
✓ Nursing process Practice. Jones and
✓ Patient education Bartlett Publishers
✓ Staff education Sudbury,
✓ Learning theories Massachussetts, 2018
✓ Learning style
Program Outcome Unit II. Applying Learning Theories Traditional 3 hours Bastable, Susan B. Activity based assessment:
to Healthcare Practice of learning A. teaching and Role Play For Day Nurse as Educator:
Describes different Different Learning Theories learning strategy: Principles of ❖ Rubric grade of Role playing
learning theories, its 1. Behaviorist Learning Theory Lecture- Teaching and
similarities and 2. Cognitive Learning Theory Discussion Learning for Nursing 10students/group will role play
differences 3. Social Learning Theory Practice. Jones and one type of learning theory
4. Psychodynamic Leaning Theory Bartlett Publishers
5. Humanistic Learning Theory Sudbury,
Massachussetts, 2018
B. Comparison of Learning Theories
Program Outcome Unit III. Traditional 3 hours De Young, Sandra. ❖ 1st & 2nd quiz–paper and pen
A. Types of Learning teaching and January,.Teaching (pretest & posttest)
Discusses types of 1. Signal learning learning strategy: Strategies for Nurse
learning and learning 2. Stimulus-Response learning Lecture- Educators. 2nd
style 3. Chaining Discussion Edition. Pearson
4. Verbal Associations Education, Inc.,2008
5. Discrimination learning
6. Concept learning
7. Rule learning Problem-solving
learning

B. Different Learning Styles

Program Outcome Unit IV. Characteristics of the Traditional teaching 3 hours Bastable, Susan B. Nurse ❖ 3 rd & 4th quiz–paper and pen
1. Uses effective oral learner and learning strategy: as Educator: Principles (pretest & posttest) Part of the
communication 1. Determinants of learning Lecture-Discussion of Teaching and teaching plan as a requirement
techniques in 1.1 Learner’s characteristics Actual conduct of Learning for Nursing Written output of the teaching plan
relating to clients, 1.2. Assessment of the learner learning assessment Practice. Jones and as a result of the workhop
collegues, and 1.3. Assessing learning needs in the community Bartlett Publishers ❖ Rubric for Instructional Plan
other members of (Independent) Part of Sudbury, (IP)
the healthcare team 2. Motivation and behavior of creating a teaching Massachussetts, 2018 De
2. Demonstrates a the learner plan on the clients’ Young, Sandra.
comprehensive and 2.1 Learning principles prioritized learning January,.Teaching
systematic learning 2.2 Motivation and behavior needs according to Strategies for Nurse
assessment of change theories gathered data in the Educators. 2nd Edition.
clients community Pearson Education,
3. Prioritizes learning 3. Literacy and readability Inc.,2008.
needs according to Workshop in
data gathered Unit V. Planning and designing
4. Formulates Conducting Classes comprehensive
appropriate goals 1. Developing a course teaching
and objectives outline/syllabus plan/instructional
5. Designs a 2. Formulating course plan Implementation
comprehensive objectives of formulated
health education 3. Selecting content teaching
plan 4. Choosing a plan/instructional
6. Accomplishes textbook/reference plan in the actual
appropriate 5. Conducting the class conduct of teaching
documentation activity/ies
forms using Application of
recommended formulated teaching
format of plan/instructional
instructional plan plan
(IP)
Program Outcome MIDTERM Lecture discussion 3 hours for Day 4 Bastable, Susan B. Nurse Group work Critical thinking
1. Make use of effective Actual interview to a 3 hours Workshop as Educator: Principles Exercise Oral presentation on the
interviewing skills, review Unit VI. Instructional health educator on Teaching Plan of Teaching and critical thinking exercise/s
of documents and use of on- Materials utilizing a guided 3 hrs. Learning for Nursing focusing on the instructional
line literature and studies in 1. General Principles /structured interview Practice. Jones and materials) Evaluation of teaching
the gathering of essential 2. Choosing Instructional Lecture discussion Bartlett Publishers plan ❖ Rubric grade on the
information Materials Workshop on the Sudbury, teaching plan
development of IP Massachussetts, 2018 De
3. The Three Major Young, Sandra.

Program Outcome
Explains different teaching
strategies
Obtains knowledge from
reading current trends and
updates related to teaching
strategies and
methodologies from
reputable journals,
accessing on-line journals,
and attending seminars
provided by the school and
other organizations
Obtain feedback from peers
to recognize own strengths
and weaknesses
Applies teaching strategies
in the conduct of health
education
Implement health education
plan
Specifies appropriate
teaching method and tools
Components of Instructional
Materials
3.1. Delivery System
3.2. Content
3.3. Presentation
4. Types of Instructional
Materials
4.1. Written Materials
4.2. Demonstration Materials
4.3. Audiovisual Materials
Unit VII. Teaching Strategies
1. Traditional Teaching
Strategies
2. Activity-Based Teaching
Strategies
3. Computer Teaching
Strategies
4. Distance Learning
5. Teaching Psychomotor
Skills
6. Promoting and Assessing
Critical Thinking
January,.Teaching
Strategies for Nurse
Educators. 2nd Edition.
Pearson Education,
Inc.,2008
Using Audio Visuals 3 hours Bastable, Susan B. Nurse Reflection paper on the film
Film viewing as Educator: Principles viewed
(independent) of Teaching and ❖ Actual interview to a health
Learning for Nursing educator presented through
Practice. Jones and audio/video presenteation
Bartlett Publishers ❖ Written output Synthesis of the
Sudbury, review of journal
Massachussetts, 2018 De ❖ Rubric grade of reflection paper
Young, Sandra.
Using Audio visuals January,.Teaching ❖ Grade for Audio/Video
Film viewing Strategies for Nurse presentation , a group grade
(independent) Educators. 2nd Edition.
Pearson Education,
Inc.,2008. Other
references: Journal
Articles Journals
@sagepub.com, SAGE :
Active learning in
Higher Education
Journal of Educational
Technology and Science,
Published 2012,
International Forum of
Educational Technology
and Science
in the plan of health
education activity/ires.

Carries out teaching

methods and tools
appropriate to clientele

Use appropriate technology

to apply effective teaching
strategies

Performs evidence-based
health teaching strategies to
clientele.

Maintains good
interpersonal relationship
with the client/s, colleagues,
and other health care team

Demonstrate caring to
various clienteles in the
conduct of health education.
Program Outcome
Evaluates the result s of
client’s learning
experiences using the
evaluation parameters
identified in the health
education plan
PRELIMS
Unit VIII. Assessing and
Evaluating Learning
1. Purpose of Evaluation
2. Evaluation Models
2.1. Process (Formative)
Evaluation
2.2. Content Evaluation
Outcome (Summative
2.3. Evaluation
2.4. Impact Evaluation
2.5. Program Evaluation
Questioning on the 3 hours
different evaluation
models Part of the
workshop on the
development of
teaching plan on the
evaluation part
Bastable, Susan B. Nurse Part of the actual health teaching
as Educator: Principles requirement grade of the actual
of Teaching and health teaching program that
Learning for Nursing includes evaluation tool Dry Run
Practice. Jones and for Health Teaching per group (4
Bartlett Publishers groups)
Sudbury,
Massachussetts, 2018 De
Young, Sandra.
January,.Teaching
Strategies for Nurse
Educators. 2nd Edition.
Pearson Education,
Inc.,2008.

3. Designing the Evaluation


Program Outcome
Observes community
guidelines in the conduct of
health teaching activities
Program Outcome
Evaluates effectiveness of
methods and tools in the
implemented heath
education activity/ies
4. Conducting the Evaluation
Analyzing and Interpreting
Data Collected
Ethical concerns in the
application of health education
program/s
Reporting Evaluation Results
Discussion Part of 3 hrs handbook and Observation of compliance on the
community by-laws - procedures and policies as part of
3 hours For Day 4 Review on the the performance grade Actual
Actual Health procedures and policies Conduct of Health Teaching
Teaching Grp 1&2 of the school and Actual Conduct of Health
3 hours community in the Teaching
conduct of health
Actual Health education program
Teaching Grp 3&4
Use of evaluative tool 3 hrs Bastable, Susan B. Nurse Rubric for Health Education
as part of the actual as Educator: Principles Process Submission of the final
health teaching of Teaching and ourput of the health education
activity Learning for Nursing program
Practice. Jones and
Bartlett Publishers
Sudbury, Massachusetts,
2018

GRADING SYSTEM
Prelims 25%
Midterms 25%
Finals 30%
Recitation/Attendance 20%

Prepared by: Checked by:

Health Education
Salavaria, Marlo C. BSN.RN NCM102 Dra. Ma. Estrella Goco Marasigan
Instructor Dean