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Systems Approach Workbook for Health Education & Program Planning [Pehme köide]

2.50/5 (4 hinnangut Goodreads-ist)

Mary E Watson

Formaat: Paperback / softback, 102 pages, kaal: 227 g
Ilmumisaeg: 02-Jul-2010
Kirjastus: Jones and Bartlett Publishers, Inc
ISBN-10: 0763786608
ISBN-13: 9780763786601

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Formaat: Paperback / softback, 102 pages, kaal: 227 g
Ilmumisaeg: 02-Jul-2010
Kirjastus: Jones and Bartlett Publishers, Inc
ISBN-10: 0763786608
ISBN-13: 9780763786601

Teised raamatud teemal:

Family & health - (Hetkel poes: 50 nimetust)

Püsilink: https://www.kriso.ee/db/9780763786601.html

Märksõnad:

Systems Approach Workbook for Health Education amp Program Planning is designed to help students plan programs in the health setting for patients, clinical students, staff development, and continuing education programs. It employs program planning models and theories used in health education professions, and presents a logical approach to program planning in which a student or health educator can develop a program by following the text. Students will develop a working knowledge of the planning process through the analysis of case studies and through the creation of a program plan that addresses a health issue in an area of interest. Information is presented in outline form so students can use it as a "cookbook" to create a program, a single lesson, or an entire curriculum.

Preface

Acknowledgments

Chapter 1 Overview of a Systems Approach to Education and Program Planning

(6)

Chapter Objectives

(1)

Introduction

(1)

An Overview of General System Theory

(1)

A Systems Approach to Education and Program Planning

(1)

The Beginning of Instructional Design: The Learners/Participants

(1)

Mission Statement

(1)

Needs Assessment

(1)

Goals and Standards

(1)

Objectives

(1)

Interventional, Teaching, and Behavioral Change Strategies

(1)

Evaluation

(1)

Constraints or Barriers

(1)

Questions

(1)

References

(1)

Chapter 2 Mission Statements

(4)

Chapter Objectives

(1)

Introduction

(1)

Definitions and Characteristics of a Mission Statement

(1)

Constraints or Barriers

(1)

Examples of Mission Statements for Health-Related Organizations

(1)

What Comes Next?

(1)

Questions

(1)

Practice Cases

(1)

References

(2)

Chapter 3 Needs Assessment

(12)

Chapter Objectives

(1)

Introduction

(1)

Definitions and Characteristics of a Needs Assessment

(1)

Performing a Needs Assessment

(1)

Surveys and Questionnaires

(1)

Gathering Information on the Needs of Participants

(1)

Review of the Literature, Statistics, and Health Data

(1)

Focus Groups

(1)

Community Forums or Town Meetings

(1)

Nominal Group Technique

(1)

Information from Professional Groups

(1)

Sources of Patient Education Information

(1)

Observations

(1)

Interviews

(1)

Self-Assessments

(1)

Constraints Related to Needs Assessments

(1)

Questions

(1)

Practice Cases

(1)

References

(2)

Chapter 4 Developing Goals and Standards

(6)

Chapter Objectives

(1)

Introduction

(1)

Definitions and Characteristics of Goal Statements

(1)

Examples of Goal Statements

(1)

Standards Are Written Related to the Goals

(1)

Examples of Standards Related to the Goals

(1)

Developing Goals for Patient Care

(1)

From Where Are Goals Derived?

(1)

Goal Development Followed by Needs Assessment

(1)

Needs Assessment Leads to Goal Development

(1)

Constraints or Barriers

(1)

Questions

(1)

Practice Cases

(1)

References

(1)

Chapter 5 Writing Objectives

(12)

Chapter Objectives

(1)

Introduction

(1)

Part 1 An Overview of Definitions

(3)

Part 2 Learning Objectives

(1)

Common Errors in Writing and Using Objectives

(1)

What Comes Next After Writing the Objectives?

(1)

Part 3 Classification of Behavioral Objectives

(3)

Constraints Related to Writing and Using Objectives

(1)

Helpful Hints for Writing and Using Objectives

(1)

Questions

(2)

Practice Cases

(1)

References

(1)

Chapter 6 Teaching Strategies

(14)

Chapter Objectives

(1)

Introduction

(1)

Learning Style Description

(1)

Using Learning Styles to Develop Teaching Strategies

(1)

Connecting Learning Styles to How People Remember

(1)

Teaching Considerations for Effective Learning

(1)

Teaching Patients

(1)

Lecture Format for Presentations

(1)

Case Studies

(1)

Role Playing

(1)

Journal Writing and Activity Log

(1)

Brainstorming Session

(1)

Site Visits or Tours

(1)

Games

(1)

Demonstration Method

(1)

Discussion Method

(1)

Materials for Teaching

(1)

Group Learning

(1)

Constraints Related to Teaching Strategies

(1)

Questions

(1)

Practice Cases

(1)

References

(3)

Chapter 7 Interventions and Behavior Change Models

(10)

Chapter Objectives

(1)

Introduction

(1)

Choice Theory

(2)

Health Belief Model

(2)

Social Cognitive Theory

(2)

Health Communication Intervention Strategies (HCIS)

(1)

Questions

(1)

Practice Cases

(1)

References

(3)

Chapter 8 Evaluation

(14)

Chapter Objectives

(1)

Introduction

(1)

Determine the Purpose of Evaluation

(1)

Determine What Types of Evaluations Are Needed

(1)

Developing and Implementing Formative Methods of Evaluation

(1)

Sample Types of Formative Evaluation Methods

(1)

Developing and Implementing Summative Methods of Evaluation

(1)

Process and Product Evaluation in Assessing Skills

(1)

Norm-Referenced and Criterion-Referenced Evaluations

(1)

Developing and Using Valid Evaluations

(1)

Developing and Using Reliable Tests and Evaluations

(1)

Helpful Hints for Writing All Types of Questions

(1)

Writing Multiple-Choice Test Items

(1)

Writing Case Study Types of Tests

(1)

What Analyses Are Practical to Do on Multiple-Choice Tests?

(1)

Writing Short-Answer and Essay Questions

(1)

Oral Questioning

(1)

Portfolio Assessment

(1)

Self-Evaluations

(1)

Writing and Using Clinical Evaluation Instruments

(1)

Rating Scales

(1)

Likert Scales

(1)

Checklists

(1)

Constraints Related to Evaluation

(1)

Questions

(1)

Practice Cases

(1)

References

(1)

Appendix A Needs Assessment Instruments

(12)

Appendix B Sample Evaluation Instruments

Mary E. Watson, MSCP, EdD has been teaching health education and program planning to undergraduate and graduate students preparing for the health professions for over 25 years. Her health professional career began as a respiratory therapist in which she practiced and then taught students in academic and clinical environments. She has a masters and doctorate degree in health education and a masters degree in counseling psychology. As an administrator and associate professor she has a long history of developing curricula for patient education, health professional programs, and health education programs. Her combination of education and experience has contributed to her passion for teaching students and professionals to learn and apply program planning skills to their careers in the health sciences.

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