Teaching Strategies for Health Education
 
Module: Physiotherapy
ECTS: 3
Contact hours – lectures: 30
Contact hours – seminar: 15
Contact hours – clinical exercises:  
Contact hours – clinical practice:  
Holder of subject:
Year of study: First
 
Teaching Strategies for Health Education              

Contact hours – lectures: 30
Contact hours – seminar: 15
Contact hours – clinical exercises:  
Contact hours – clinical practice:  
Holder of subject:  
Education providers:  
Level of study: First Bologna cycle professional education study program
Semester: Winter
Language: Slovene/English
 
Subject-specific competences:
  • health education as a method of work, its place in the health care system;
  • levels, scope and approaches in health education;
  • the basics of pedagogy with didactics, adult learning, education cycle and forms of counselling;
  • theoretical approaches in helping people change lifestyle;
  • presentation of programs of health education in the health care system;
  • guidance and teaching about health;
  • identify needs for specific topics of health education and the preparation of a health education program.
 
Student:
  • Recognizes health education as a method of work, its place in physiotherapy and in the health care system;
  • Knows about the scope of operation and different approaches in health education;
  • Knows about the basics of pedagogy with didactics, adult learning, education cycle and forms of counselling;
  • Knows the theoretical approaches to counselling, guidance, encouragement and assistance to people in caring for the preservation of health and healthy lifestyle;
  • Recognizes approaches to teaching and guidance in changing lifestyles and patterns of healthy behaviour;
  • Acquires knowledge about the organization and implementation of the existing programs of health education in the health care system;
  • Learns to recognize the needs for health education of different target groups;
  • Knows how to prepare health educational program;
  • Learns skills for the practical implementation of the health education program.
 
Knowledge and understanding:
  • Students acquire skills for education and guidance to encourage individuals, families and / or communities to a healthy lifestyle and care for their health.
  • Students understand the importance of integration of health education in the health care system and people's lives.
  • Encourage promotion of healthy lifestyles, preventive measures and care for personal health.
  • They know how to strengthen healthy behaviour to improve behavioural and lifestyle changes.
  • Know how to support, guidance and understanding of the process of changing lifestyles.
Mandatory references:
  • Hoyer, S., 2005. Pristopi in metode v zdravstveni vzgoji. Ljubljana: Visoka šola za zdravstvo.
  • Innstrand, S.T., eds., 2012. Health promotion - Theory and Practice. Trondheim: Research Center for Health Promotion and Resources. Available at: https://www.ntnu.edu/documents/16848459/0/Health+Promotion+-+Theory+and+Practice.pdf
  • Jank, W. & Meyer, H., 2006. Didaktični modeli. Ljubljana: Zavod RS za šolstvo.
  • Zurc, J., Torkar, T., Bahun, M. & Ramšak-Pajk, J., 2010. Metodika zdravstvene vzgoje in promocija zdravja. In: B. Skela-Savič, et al., eds. Teoretične in praktične osnove zdravstvene nege: izbrana poglavja. Jesenice: Visoka šola za zdravstveno nego, pp. 52-71.
  • Kiger, M.A., 2004. Teaching for health. London: Elsevier.
  • Zurc, J., 2010. Človekovo zdravje in razvoj. In: B. Skela-Savič, et al., eds. Teoretične in praktične osnove zdravstvene nege: izbrana poglavja. Jesenice: Visoka šola za zdravstveno nego, pp. 40-51.
  • Mavilee, J.A. & Huerta, C.G., 2007. Health promotion in nursing. New York: Thomson Delmar Learning. 
  • Payne, S. & Walker, J., 2002. Psihologija v zdravstveni negi. Ljubljana: Educy.
  • Kristančič, A., 1995. Svetovanje in komuniciranje. Ljubljana: Združenje svetovalnih delavcev Slovenije.
  • Ule, M., 2009. Psihologija komuniciranja in medosebnih odnosov. Ljubljana: Fakulteta za družbene vede.
Recommended references:  
Study obligations: 50% obligatory attendance at lectures
100% obligatory attendance at seminars
submitted and presented seminar work
Assessment methods: preparation and implementation of a health educational project (20%)
written examination (80%)