Participants in this course will have the opportunity to:
Identify the purposes, goals, and benefits of client and staff/student education.
Identify the terms education process, teaching and learning
Identify major ethical principles related to education in health care
Define the principal constructs of each learning theory
Explain the health educator’s role in the learning process
Describe what is meant by learning styles
Identify incentives and obstacles that affect motivation to learn
Identify the magnitude of the literacy problem in the United States
Identify the differences between learning goals and objectives
Explain how to evaluate instructional methods
Differentiate between instructional materials and instructional methods
Describe the effects that technology has had on education for health professionals
Educational Philosophy 22%
Weekly Assignments 22%
Teaching Practicum 30%
There will be a quiz at the end of each unit. Students are expected to analyze and apply their education knowledge during these quizzes. Quizzes are located under assessments. You may use learning resources to help you with the quizzes, however the quizzes are timed.
Educational Philosophy: Examination of one's philosophy of education is primary to beginning either patient or staff education. This paper should be 5 pages in length (excluding cover page and references) using APA guidelines. An abstract will not be required.
Questions to be answered in this paper include:
Part I) your view of education, your experiences which have formed that view, and the impact on teaching and learning your views will have or have had,
Part II) choose an educational theorist with whom you identify and briefly discuss his/her theory (Chapter 3 as reference). This paper will constitute 22% of your grade. This paper will be submitted per the Educational Philosophy Paper icon on the homepage.
Educational Philosophy Grading Criteria:
Philosophy of education is clearly stated
Examples of personal philosophy are discussed:
Educational theorist is identified
Key concepts of theorists are discussed:
APA format used to incorporate another writer’s ideas
Good paragraph construction and transitions with no mechanical errors
APA format must be followed: type font no larger than 12 point, standard left and right, and top and bottom margins. Submit paper by clicking on the home page, click on educational philosophy paper, and upload to safe assign.
Teaching Practicum: Students must work individually. Students will select a specific topic for patient or continuing education; illustrate the need for the program; write objectives, design a relevant learning activity, conduct the learning activity, and use an appropriate evaluation process to demonstrate effectiveness. Each individual will prepare a learning activity using either a Power Point presentation, video, voice over, or module format. Any creative format will be accepted. 30% of your grade will depend on your presentation as it will bring together all the concepts we will be discussing throughout the semester. It is recommended that topics be selected early in the semester in order to write each section of the presentation as we are discussing it. Students will submit the completed educational model for evaluation and a summary page must be prepared which will include date the presentation was given, the audience, and any feedback generated by the participants. Some suggestions for appropriate audiences include RT students, professional colleagues or patients/patient families. The practicum may be an in-service, procedure demonstration, new product instruction etc. Any presentation must include the elements outlined above. You will also post a summary of the teaching practicum on the presentation site for the class to view and evaluate. The summary should include an synopsis of where, when, and to whom the presentation was given.
Teaching Practicum Grading Criteria:
Clearly stated learning objective
Use of relevant professional references
Lesson is planned and well organized
Effective measurement of teaching-learning process
Effective measurement of outcomes/objectives
All components of RESP 4223-X20 are designed to represent the efforts of each student INDIVIDUALLY and are NOT to be shared, copied, or plagiarized from other sources. When students submit their efforts for grading, they are attesting they abided by this rule.
Cheating includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, tests, or examinations; (2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or completing other assignments; or (3) the acquisition of tests or other academic materials belonging to the university faculty or staff without permission.
Plagiarism includes, but is not limited to, the use of, by paraphrase or direct quotation without correct citation in the text and on the reference list, the published or unpublished works of another person. Students may NOT submit papers and assignments that they have previously submitted for this or other courses. The use of materials generated by agencies engaged in "selling" term papers is also plagiarism. Students are encouraged to review the tutorials and suggested websites for more information about plagiarism.
Academic dishonesty (cheating, plagiarism, etc.) will not be tolerated in this class. Whenever a student is unsure of whether a particular situation will be interpreted as academic dishonesty, he/she should ask the instructor for clarification. If students are guilty of academic dishonesty, a grade of zero (0) will be given for the quiz, assignment, etc. Cases may also be referred to the Dean of Students for possible dismissal from the university.