5 Days

This is a 14 unit’s course, mainly directed to healthcare professionals; it is about how to become a healthcare educator in hospitals. Physicians will also benefit from this course in hospital settings but it is not directed to Medical Education in the faculty of medicine for example. It does not tell physicians how to become medical professors in the college, it can tell them how to train other healthcare professionals on hospital duties.

Unit 1: Overview of Education in Health Care

• Historical Foundations for Patient Education in Health Care
• The Evolution of the Teaching Role of Healthcare Professionals
• Social, Economic, and Political Trends Affecting Health Care
• Purposes, Goals, and Benefits of Client and Staff Education
• The Education Process Defined
• The Contemporary Role of the Healthcare Professionals as Educator
• Barriers to Teaching and Obstacles to Learning
• Questions to Be Asked About Teaching and Learning

Unit 2: Ethical, Legal, and Economic Foundations of the Educational Process

• A Differentiated View of Ethics, Morality, and the Law
• Evolution of Ethical and Legal Principles in Health Care
• Application of Ethical Principles to Patient Education
• The Ethics of Education in Classroom and Practice Settings
• Legality of Patient Education and Information
• Documentation
• Economic Factors in Healthcare Education: Justice and Duty Revisited
• Financial Terminology
• Cost Savings, Cost Benefit, and Cost Recovery
• Program Planning and Implementation
• Cost-Benefit Analysis and Cost-Effectiveness Analysis

Unit 3: Applying Learning Theories to Healthcare Practice

• Psychological Learning Theories
• Neuropsychology and Learning
• Comparison of Learning Theories
• Motor Learning
• Common Principles of Learning

Unit 4: Determinants of Learning

• The Educator's Role in Learning
• Assessment of the Learner
• Assessing Learning Needs
• Methods to Assess Learning Needs
• Readiness to Learn
• Learning Styles
• Learning Style Models and Instruments
• Interpretation of the Use of Learning Style Models and Instruments

Unit 5: Developmental Stages of the Learner

• Developmental Characteristics
• The Developmental Stages of Childhood
• The Developmental Stages of Adulthood
• The Role of the Family in Patient Education

Unit 6: Compliance, Motivation, and Health Behaviors of the Learner

• Compliance
• Motivation
• Selected Models and Theories
• Models for Health Education
• The Role of Healthcare Professionals as Educator in Health Promotion

Unit 7: Literacy in the Adult Client Population

• Definition of Terms
• Scope and Incidence of the Problem
• Trends Associated with Literacy Problems
• Those at Risk
• Myths, Stereotypes, and Assumptions
• Assessment: Clues to Look For
• Impact of Illiteracy on Motivation and Compliance
• Ethical, Financial, and Legal Concerns
• Readability of Printed Education Materials (PEMs)
• Measurement Tools to Test Literacy Levels
• Formulas to Measure Readability of PEMs
• Tests to Measure Comprehension of PEMs
• Tests to Measure General Reading Skills and Health Literacy Skills of Clients
• Simplifying the Readability of PEMs
• Strategies to Promote Health Literacy

Unit 8: Gender, Socioeconomic, and Cultural Attributes of the Learner

• Gender Characteristics
• Socioeconomic Characteristics
• Cultural Characteristics
• Assessment Models for the Delivery of Culturally Sensitive Care
• The Four Major Subcultural Ethnic Groups
• Preparing Healthcare Professionals for Diversity Care
• Stereotyping: Identifying the Meaning, the Risks, and the Solutions

Unit 9: Educating Learners with Disabilities

• Scope of the Problem
• Models and Definitions
• The Language of Disabilities
• Role of the Healthcare Professional as Educator
• Types of Disabilities
• Sensory Deficits
• Learning Disabilities
• Developmental Disabilities
• Mental Illness
• Physical Disabilities
• Communication Disorders
• Chronic Illness
• The Family's Role in Chronic Illness or Disability
• Assistive Technologies

Unit 10: Behavioral Objectives

• Types of Objectives
• Characteristics of Goals and Objectives
• The Debate About Using Behavioral Objectives
• Writing Behavioral Objectives and Goals
• Common Mistakes When Writing Objectives
• Taxonomy of Objectives According to Learning Domains
• Development of Teaching Plans
• Use of Learning Contracts
• The Concept of Learning Curve

Unit 11: Instructional Methods and Settings

• Instructional Methods
• Selection of Instructional Methods
• Evaluation of Instructional Methods
• Increasing Effectiveness of Teaching
• Instructional Settings

Unit 12: Instructional Materials

• General Principles
• Choosing Instructional Materials
• The Three Major Components of Instructional Materials
• Types of Instructional Materials
• Evaluation Criteria for Selecting Materials

Unit 13: Technology in Education

• Health Education in the Information Age
• The Impact of Technology on the Teacher and the Learner
• Strategies for Using Technology in Healthcare Education
• The Internet
• Issues Related to the Use of Technology
• Technology for Professional Development in Healthcare

Unit 14: Evaluation in Healthcare Education

• Evaluation, Evidence-Based Practice, and Practice-Based Evidence
• Evaluation Versus Assessment
• Determining the Focus of Evaluation
• Evaluation Models
• Designing the Evaluation
• Conducting the Evaluation
• Analyzing and Interpreting Data Collected
• Reporting Evaluation Results