This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the fourth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the seenth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the sixth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the fifth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
1. The document discusses leadership and administration in patient safety. It outlines national and international goals for patient safety including reducing medical errors and healthcare associated infections.
2. India's National Patient Safety Implementation Framework aims to improve structural systems and establish a culture of safety. It includes objectives like ensuring a competent workforce and preventing infections.
3. Successful leadership in patient safety involves creating a culture that prioritizes safe, high-quality care and supports improvement efforts through resources, training and removing obstacles for clinicians.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the eighth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
This document provides an overview of health education, including its definition, goals, concepts, levels, dimensions, and program planning. Some key points:
- Health education aims to raise awareness, provide information to motivate behavior change, and equip people with skills to change attitudes and decisions regarding health. Goals range from knowledge to social change.
- It addresses the whole person, is a lifelong process, and targets individuals, families, groups and communities. Programs help make healthy choices easier.
- Planning involves situational analysis, identifying needs and priorities, setting goals and objectives, and assessing resources. Implementation considers the educator-client relationship, communication styles, and potential barriers.
- Evaluation examines the program
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the second of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
The document outlines an effective educational program for medical technologists that focuses on developing competency and self-assessment skills. It discusses using educational theories and seven key principles to guide curriculum development and teaching methods. These principles include providing a safe learning environment, encouraging discussion, using various assessment approaches like simulations and case studies, and incorporating feedback. The results of assessments before and after the program showed trainees' knowledge increased, demonstrating the value of this approach to medical education.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the seenth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the sixth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the fifth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
1. The document discusses leadership and administration in patient safety. It outlines national and international goals for patient safety including reducing medical errors and healthcare associated infections.
2. India's National Patient Safety Implementation Framework aims to improve structural systems and establish a culture of safety. It includes objectives like ensuring a competent workforce and preventing infections.
3. Successful leadership in patient safety involves creating a culture that prioritizes safe, high-quality care and supports improvement efforts through resources, training and removing obstacles for clinicians.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the eighth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
This document provides an overview of health education, including its definition, goals, concepts, levels, dimensions, and program planning. Some key points:
- Health education aims to raise awareness, provide information to motivate behavior change, and equip people with skills to change attitudes and decisions regarding health. Goals range from knowledge to social change.
- It addresses the whole person, is a lifelong process, and targets individuals, families, groups and communities. Programs help make healthy choices easier.
- Planning involves situational analysis, identifying needs and priorities, setting goals and objectives, and assessing resources. Implementation considers the educator-client relationship, communication styles, and potential barriers.
- Evaluation examines the program
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the second of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
The document outlines an effective educational program for medical technologists that focuses on developing competency and self-assessment skills. It discusses using educational theories and seven key principles to guide curriculum development and teaching methods. These principles include providing a safe learning environment, encouraging discussion, using various assessment approaches like simulations and case studies, and incorporating feedback. The results of assessments before and after the program showed trainees' knowledge increased, demonstrating the value of this approach to medical education.
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
Professional Communication. DigiCare Learning Packge 3.pptxNinaSmolander
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the third of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the ninth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
This document outlines the implementation of health education plans. It discusses the five generic phases of implementation including engaging key individuals, specifying tasks and resources, establishing management systems, putting plans into action, and sustaining interventions. It also covers assessing readiness, collecting baseline data, ensuring cultural competence, delivering plans using various strategies, promoting plans of action, applying implementation theories and models, and pilot testing plans. Levels of readiness, the purpose of baseline data, cultural competency strategies, behavioral theories, health promotion strategies, and organizational relationships are defined. An interactive crossword puzzle and Jeopardy quiz are proposed to aid understanding.
This document provides information on interprofessional education (IPE), including definitions, core competencies, rationale, implementation strategies, and tools. It defines IPE as occurring when two or more professions learn about, from and with each other to improve collaboration and quality of care. The document outlines the core IPE competencies of roles/responsibilities, values/ethics, communication, and teamwork. It emphasizes that change is difficult but can be achieved through forming inclusive coalitions, attaining clear goals, and building on small successes. A variety of teaching methods are presented, including case conferences, shadowing, and interprofessional research.
Management of Care powerpoint week 1_265161085.pptxPaulOkafor6
This module explores concepts from management and business theory as well as current healthcare delivery models. Students will learn about quality provision, financing healthcare, budgets, recent changes in health and social care, teamwork, patient journeys, management theories, and more. The module aims to help students manage organizations and enhance patient outcomes. It is a level 6, 20-credit module with 2 assessments: a 2,000-word report on budgeting and a 2,500-word written assignment answering set questions.
The document provides guidance for trainers on designing training courses about nutrition of older people in emergencies. It outlines tips for trainers, including preparing for the training by reading materials and understanding the audience. It provides examples of learning objectives and classroom exercises that can be used, including a quiz to test participants' knowledge, exercises matching guiding principles to activities, and considering assessment and vulnerability information. Case studies are also outlined that can be used to reinforce learning. The trainer's guide is meant to help experienced trainers develop courses that meet the needs of specific audiences on this topic.
CONCEPTS OF TEACHING AND LEARNING Fon,Educational Platform.pptxziaullah884561
The document discusses concepts of teaching and learning in healthcare. It defines teaching as sharing information to promote behavioral changes and learning as changes in behavior from experience. The teaching process involves planning, implementing, and evaluating lessons based on learner needs and objectives. Key aspects of planning include assessing needs, setting goals and strategies. Implementation requires interactive teaching using various methods. Evaluation matches objectives with learning outcomes. The document also discusses learning styles, health education aims and strategies, and developing teaching plans tailored to patient needs at clinical sites.
The document outlines the strategic plan and objectives of N.V RAMA RAO, CIPS, GUNTUR pharmacy school. The mission is to provide excellent pharmacy education with an emphasis on recruiting, retaining, and graduating talented students. The vision is to educate the best pharmacists in the world and produce global leaders. Objectives include expanding experiential programs, increasing preceptors and sites, establishing emergency preparedness training, and enhancing alumni engagement. The plan aims to develop student skills in areas like patient care, medication management, health promotion, and population-based care. It also outlines approaches to teaching problem solving, education, advocacy, collaboration, cultural sensitivity, and communication.
1. The document discusses various methods and models of health education, including individual methods like lectures, seminars, workshops, and group methods like brainstorming and buzz groups.
2. It describes different types of health education models, focusing on the Motivational Model and the Health Belief Model. The Health Belief Model proposes that health behaviors are influenced by perceived susceptibility, severity, benefits, and barriers.
3. Several other models of health behavior change are mentioned, including the Trans-Theoretical Model of Change and the Theory of Planned Behavior. The document provides an overview of key approaches to promoting health education.
Syllabus on Nursing Leadership and Management based on CMO 14 Curriculum. Can be use for references for instructors and students and may serve as a guide in their study and for scholarly works.
Each student is required to complete and turn in the evolution oAlyciaGold776
Each student is required to complete and turn in the evolution of the course prior to sitting for the final exam. This is a portfolio requirement that must be completed at the end of each course. You will not be allowed to sit for the final without having completed the evolution for this course.
Rubric
NURS_307 - Nursing Evolution Rubric
NURS_307 - Nursing Evolution Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeReflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus
3.3 pts
Meets Expectations
1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course.
2.51 pts
Approaches Expectations
1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience 3. Use limited skills of inquiry and analysis to address practice issues 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course.
1.65 pts
Does Not Meet Expectations
1.No reflection on current theory class and clinical and how courses support each other 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience 3. Does not use skills of inquiry and analysis to address practice issues 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course.
3.3 pts
This criterion is linked to a Learning OutcomeDevelops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.
3.4 pts
Meets Expectations
1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation---describe their role/ contribution.)
2.58 pts
Approaches Expectations
1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited inter-collaborative involvement
1.7 pts
Does Not Meet Expectations
1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement
3.4 pts
This criterion is ...
Join us for an interactive, reflective, and hands-on learning session for school and mental health leaders. Together, we will build out your leadership toolkit to develop the mental health systems and practices on your school campus. In this workshop, we will cover the best practices for school mental health, funding streams (such as Medi-Cal and the Mental Health Services Act) that sustain those practices, and policy approaches that support them. Participants will leave with strategies and knowledge that will support enhanced leadership to drive school mental health equitably in their school community.
The document provides information on the Master of Arts in Nursing major in Medical Surgical Nursing program at the University of Bohol, including its vision, mission, goals, objectives and core values. Specifically, it outlines the course syllabus for the Nursing Theories course, including course details like credit units, hours, pre-requisites, description, learning outcomes, content, timeframes, teaching methods, and assessment resources. The course aims to enable students to apply different nursing theories through case study presentations and analyses in various healthcare settings.
The Importance Of Professional Teaching Competencies And...Christina Ramirez
1. The document discusses the importance of professional teaching competencies and skills for teachers. It covers the meaning of competencies, skills, different classes and domains of teacher competency.
2. It also discusses the importance of acquiring professional competence through continuous learning and reflection. Different researches related to professional teaching competencies and skills in Pakistan are also mentioned.
3. The document refers to teacher competencies with reference to educational policies and highlights how teachers can treat students equitably and encourage lifelong learning.
Connecting the dot with the Nursing Process and Critical thinki.docxdonnajames55
Connecting the dot with the Nursing Process and Critical thinking
Manda McIntyre
Debra Hunt
1
Overview
Develop a educational program on the nursing process to first semester students.
Utilize advance nursing knowledge to assist students in understanding the nursing process, critical thinking skills, and implementation needed to deliver best nursing practice.
This practicum experience will involve teaching novice-nursing students beginning their first semester of the nursing program. It is at this time that students are introduced to the nursing process and critical thinking skills. Nurse educator teaches the students that the American Nurses Association Standards hold the nursing process as the framework for critical thinking. The writer chose the nursing as an educational curriculum to provide a thorough understanding of the nursing process for the nursing students to gain knowledge of critical thinking, problem soloing, and passing of the NCLEX-RN examination. The nursing process is used by nurses worldwide to explore the delivery of care.
2
The nursing process was developed in the 1950’s as an educational tool to promote patient centered nursing.
It provides a solid framework for the nursing practice.
It is integrated throughout in the nursing curricular in most of the nursing colleges and the National Council Licensure Examination-Registered Nurse (NCLEX-RN).
It provides the student the ability to use critical thinking skills and response on the basic of the scientific method.
A scientific method that us a step-by-step process to identify and problem solve.
Critical thinking is a vital process for the students to connect the dot in the nursing process.
Introduction
The nursing process was introduced in the 1955 by Hall and Johnson (1959). Nursing process is the essential core of practice for the nurse to provide holistic, patient-centered care. It is provide critical thinking competency that should be taught through out the nursing curriculum. The nursing process is a systematic approach to identifying patient’s actual problem or potential problems and establish a plan to meet the identified needs. It is a process that can be implemented in all areas of nursing. The nursing process is a framework that nursing students and nurses should use consistently and methodically use throughout their career to enable them to organize data and deliver evidenced based practice-nursing care.
3
Nursing students will:
Define and explain the importance of the nursing process.
Discuss the components of nursing process.
Analyze critical thinking in nursing practice's
Implement the nursing process to a patient
care assignment.
Demonstrate the use of critical thinking to prior-
itize for a client assignment.
Program Objectives
The nursing process and critical thinking is the essential core of practice for nursing students to deliver holistic, patient, patient-centered care. It is important t.
The document discusses resources and strategies for faculty to implement the nine American Association of Colleges of Nursing (AACN) Baccalaureate Essentials throughout nursing curriculum. It provides integrative learning strategies and examples for each essential, such as unfolding case studies, simulation, reflective exercises, and interprofessional projects. The strategies are meant to actively engage students and integrate liberal education, nursing science, clinical reasoning, and ethics.
1) Community health nursing aims to promote and preserve the health of populations through nursing practices that are general, comprehensive, and not limited to specific age or diagnostic groups. It focuses on populations as a whole through continuous care.
2) Community health nursing contributes to total population health by directing care to individuals, families, and groups. It takes a holistic approach through health promotion, education, coordination, and continuity of care.
3) Several conceptual models are applicable to community health nursing, including systems models which view communities as interconnected systems, developmental models for working with children, and interaction models focused on communication, roles, and self-perception between nurses and communities.
Qualitative Research Methods - Doctor of Philosophy (Ph.D.) in Health Behavio...konguart
This document provides an overview of the qualitative research methods doctoral program in health behavior and health education. It includes sections on the contents of the template, fonts, resources, colors, icons, and editable presentation theme that can be used in the template. It also provides information on visiting related sister projects and contains a thank you slide that must be kept to provide proper credits for the design.
Qualitative Research Methods - Doctor of Philosophy (Ph.D.) in Health Behavio...DraPamelaMontilla
This document provides an overview of the qualitative research methods doctoral program in health behavior and health education. It discusses navigating principles that form the foundation of in-depth health studies, unveiling cutting-edge trends and emerging research, and analyzing the impact on public health and preventive measures. The program aims to equip students with a comprehensive understanding of health concepts and their practical applications.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
Professional Communication. DigiCare Learning Packge 3.pptxNinaSmolander
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the third of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the ninth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
This document outlines the implementation of health education plans. It discusses the five generic phases of implementation including engaging key individuals, specifying tasks and resources, establishing management systems, putting plans into action, and sustaining interventions. It also covers assessing readiness, collecting baseline data, ensuring cultural competence, delivering plans using various strategies, promoting plans of action, applying implementation theories and models, and pilot testing plans. Levels of readiness, the purpose of baseline data, cultural competency strategies, behavioral theories, health promotion strategies, and organizational relationships are defined. An interactive crossword puzzle and Jeopardy quiz are proposed to aid understanding.
This document provides information on interprofessional education (IPE), including definitions, core competencies, rationale, implementation strategies, and tools. It defines IPE as occurring when two or more professions learn about, from and with each other to improve collaboration and quality of care. The document outlines the core IPE competencies of roles/responsibilities, values/ethics, communication, and teamwork. It emphasizes that change is difficult but can be achieved through forming inclusive coalitions, attaining clear goals, and building on small successes. A variety of teaching methods are presented, including case conferences, shadowing, and interprofessional research.
Management of Care powerpoint week 1_265161085.pptxPaulOkafor6
This module explores concepts from management and business theory as well as current healthcare delivery models. Students will learn about quality provision, financing healthcare, budgets, recent changes in health and social care, teamwork, patient journeys, management theories, and more. The module aims to help students manage organizations and enhance patient outcomes. It is a level 6, 20-credit module with 2 assessments: a 2,000-word report on budgeting and a 2,500-word written assignment answering set questions.
The document provides guidance for trainers on designing training courses about nutrition of older people in emergencies. It outlines tips for trainers, including preparing for the training by reading materials and understanding the audience. It provides examples of learning objectives and classroom exercises that can be used, including a quiz to test participants' knowledge, exercises matching guiding principles to activities, and considering assessment and vulnerability information. Case studies are also outlined that can be used to reinforce learning. The trainer's guide is meant to help experienced trainers develop courses that meet the needs of specific audiences on this topic.
CONCEPTS OF TEACHING AND LEARNING Fon,Educational Platform.pptxziaullah884561
The document discusses concepts of teaching and learning in healthcare. It defines teaching as sharing information to promote behavioral changes and learning as changes in behavior from experience. The teaching process involves planning, implementing, and evaluating lessons based on learner needs and objectives. Key aspects of planning include assessing needs, setting goals and strategies. Implementation requires interactive teaching using various methods. Evaluation matches objectives with learning outcomes. The document also discusses learning styles, health education aims and strategies, and developing teaching plans tailored to patient needs at clinical sites.
The document outlines the strategic plan and objectives of N.V RAMA RAO, CIPS, GUNTUR pharmacy school. The mission is to provide excellent pharmacy education with an emphasis on recruiting, retaining, and graduating talented students. The vision is to educate the best pharmacists in the world and produce global leaders. Objectives include expanding experiential programs, increasing preceptors and sites, establishing emergency preparedness training, and enhancing alumni engagement. The plan aims to develop student skills in areas like patient care, medication management, health promotion, and population-based care. It also outlines approaches to teaching problem solving, education, advocacy, collaboration, cultural sensitivity, and communication.
1. The document discusses various methods and models of health education, including individual methods like lectures, seminars, workshops, and group methods like brainstorming and buzz groups.
2. It describes different types of health education models, focusing on the Motivational Model and the Health Belief Model. The Health Belief Model proposes that health behaviors are influenced by perceived susceptibility, severity, benefits, and barriers.
3. Several other models of health behavior change are mentioned, including the Trans-Theoretical Model of Change and the Theory of Planned Behavior. The document provides an overview of key approaches to promoting health education.
Syllabus on Nursing Leadership and Management based on CMO 14 Curriculum. Can be use for references for instructors and students and may serve as a guide in their study and for scholarly works.
Each student is required to complete and turn in the evolution oAlyciaGold776
Each student is required to complete and turn in the evolution of the course prior to sitting for the final exam. This is a portfolio requirement that must be completed at the end of each course. You will not be allowed to sit for the final without having completed the evolution for this course.
Rubric
NURS_307 - Nursing Evolution Rubric
NURS_307 - Nursing Evolution Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeReflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus
3.3 pts
Meets Expectations
1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course.
2.51 pts
Approaches Expectations
1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience 3. Use limited skills of inquiry and analysis to address practice issues 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course.
1.65 pts
Does Not Meet Expectations
1.No reflection on current theory class and clinical and how courses support each other 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience 3. Does not use skills of inquiry and analysis to address practice issues 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course.
3.3 pts
This criterion is linked to a Learning OutcomeDevelops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.
3.4 pts
Meets Expectations
1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation---describe their role/ contribution.)
2.58 pts
Approaches Expectations
1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited inter-collaborative involvement
1.7 pts
Does Not Meet Expectations
1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement
3.4 pts
This criterion is ...
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Connecting the dot with the Nursing Process and Critical thinki.docxdonnajames55
Connecting the dot with the Nursing Process and Critical thinking
Manda McIntyre
Debra Hunt
1
Overview
Develop a educational program on the nursing process to first semester students.
Utilize advance nursing knowledge to assist students in understanding the nursing process, critical thinking skills, and implementation needed to deliver best nursing practice.
This practicum experience will involve teaching novice-nursing students beginning their first semester of the nursing program. It is at this time that students are introduced to the nursing process and critical thinking skills. Nurse educator teaches the students that the American Nurses Association Standards hold the nursing process as the framework for critical thinking. The writer chose the nursing as an educational curriculum to provide a thorough understanding of the nursing process for the nursing students to gain knowledge of critical thinking, problem soloing, and passing of the NCLEX-RN examination. The nursing process is used by nurses worldwide to explore the delivery of care.
2
The nursing process was developed in the 1950’s as an educational tool to promote patient centered nursing.
It provides a solid framework for the nursing practice.
It is integrated throughout in the nursing curricular in most of the nursing colleges and the National Council Licensure Examination-Registered Nurse (NCLEX-RN).
It provides the student the ability to use critical thinking skills and response on the basic of the scientific method.
A scientific method that us a step-by-step process to identify and problem solve.
Critical thinking is a vital process for the students to connect the dot in the nursing process.
Introduction
The nursing process was introduced in the 1955 by Hall and Johnson (1959). Nursing process is the essential core of practice for the nurse to provide holistic, patient-centered care. It is provide critical thinking competency that should be taught through out the nursing curriculum. The nursing process is a systematic approach to identifying patient’s actual problem or potential problems and establish a plan to meet the identified needs. It is a process that can be implemented in all areas of nursing. The nursing process is a framework that nursing students and nurses should use consistently and methodically use throughout their career to enable them to organize data and deliver evidenced based practice-nursing care.
3
Nursing students will:
Define and explain the importance of the nursing process.
Discuss the components of nursing process.
Analyze critical thinking in nursing practice's
Implement the nursing process to a patient
care assignment.
Demonstrate the use of critical thinking to prior-
itize for a client assignment.
Program Objectives
The nursing process and critical thinking is the essential core of practice for nursing students to deliver holistic, patient, patient-centered care. It is important t.
The document discusses resources and strategies for faculty to implement the nine American Association of Colleges of Nursing (AACN) Baccalaureate Essentials throughout nursing curriculum. It provides integrative learning strategies and examples for each essential, such as unfolding case studies, simulation, reflective exercises, and interprofessional projects. The strategies are meant to actively engage students and integrate liberal education, nursing science, clinical reasoning, and ethics.
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Motivating to Life-style Changes. DigiCare Learning Package 4.pptx
1. Motivating to Life-style Changes
DigiCare Learning Package 4
Educating Students for Digitalized Health Care and Coaching of their Patients.
DigiCare project
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
“The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.”
2. • This is the 4th presentation of the complete DigiCare Learning Package,
which can also be used as an independent presentation. (All Learning
Packages in the slide 3)
• We recommend to present this 4th learning package by utilizing active
teaching methods, e.g., interactive lecture, flipped learning, individual and
small group discussions (See the ideas we’ve included in the slide notes).
• To get the most out of this package, please read the ideas and suggestions
for further reading material (See the slide notes).
• References and additional information can be found in the end of the
presentation and in the reference slide.
• You may translate any DigiCare presentation into your own teaching
language.
• The images used in the presentations are all licensed under a Creative
Commons license, which allows them to be freely distributed without editing.
Introduction to the DigiCare Model presentation
The DigiCare consortium: Tampere University of Applied Sciences (TAMK, Finland), Escola Superior de Enfermagem de Coimbra (ESEnfC, Portugal),
Vietnam: Hanoi Medical University (HMU), Nam Dinh University of Nursing (NDUN),
Bangladesh: Khulna City Medical College & Hospital (KCMCH), City Medical College & Hospital (CiMCH), and Universal Medical College & Hospital (UMCH).
Example of slide notes.
3. 2. DigiCare
Model
3. Professional
Communication
4. Motivating to
Life-style
Changes
5. Positive
Health
6. Self-
management
7. Coaching
8. 5A’s
Coaching Model
9. GROW
Coaching Model
10. Integrating
Digital Tools
into Coaching
1. Introduction to DigiCare Learning Packages
DigiCare
Learning
Packages
5. Learning Package
content
Learning goals
Students….
Preliminary tasks
Pedagogical
methods
Resources &
Materials
Duration
(min)
Additional tasks for
student’s own
development
Pre-
class
Class
4. Motivating to
Life-Style Changes
Know general
principles of how to
motivate patients for
life change.
Interactive lecture Power Point
presentation no:
4.
30
min
Learning Package 4. Motivating to Life-Style Changes
• It is recommended to use e.g., Interactive lecturing when
utilizing this Learning Package or other preferable active
learning methods.
• You can read more about Interactive lecturing in the online
publication: DigiCare Model – Digitalized Healthcare and
Coaching of Patients in an Asian Context. A guide for teachers
and students
Read more about Interactive Lecturing:
• BU. (n.d.). Boston University. Center for Teaching &
Learning. Interactive Lecturing.
https://www.bu.edu/ctl/guides/interactive-lecturing/
• Richardson, B., & Griffin, D. (2021) 10 Activities to Make
Lectures Interactive. BYU. Brigham Young University.
Teach Anywhere. https://teachanywhere.byu.edu/10-
activities-to-make-lectures-interactive
• Starting point. (n.d.). What is Interactive Lecture?
https://serc.carleton.edu/introgeo/interactive/whatis.html
6. Motivating to Life-Style
Changes
Learning Package 4
Educating Students for Digitalized Health Care and
Coaching of their Patients.
DigiCare project
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
“The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.”
9. Types of Motivation (1/2)
Amotivation
• Nonintentional, non-valuing,
incompetence, lack of Control (2, 3)
Intrinsic motivation
• The reasons for the behaviour come
from within the person
• Interest, enjoyment or satisfaction
• Self-efficacy and challenges (2, 3)
DigiCare Team. 2023 9
10. Types of Motivation (2/2)
Extrinsic Motivation
• Autonomous
o Congruence, awareness, synthesis with self
o Personal importance, conscious valuing
• Controlled
o Self-control, ego involvement, internal rewards and
punishments
o Compliance, external rewards and punishment (2, 3)
This Photo by Unknown Author is licensed under CC BY-
SA
DigiCare Team. 2023 10
11. Patient – Professional Interaction and
Motivation
Motivating factors:
1. Autonomy
•Patient experiences psychological freedom and choice (3, 4)
•Health care provider is open, curious and has positive attitude
towards the patient’s preferences, viewpoints and values (5)
•Giving choice, justifying the request, validating the resistance to
change, and supporting patient’s initiative (6), giving positive
feedback (3).
DigiCare Team. 2023
| 11
12. Patient – Professional Interaction and
Motivation
2. Competence
•Confidence in one’s ability to perform well (3, 4)
3. Relatedness
•Feeling of connection and mutual care (3, 4)
DigiCare Team. 2023
| 12
13. Patient – Professional Interaction and
Motivation
De-motivating actions
DigiCare Team. 2023
| 13
14. How motivation can
be maintained
digitally
• Competence: functions help patients to monitor, record
and understand data and plan behaviors
• Autonomy: trends can help with behavioral changes
• Connectivity: possibility to be in contact with health care
professionals with concerns, the bidirectional messaging
functions
• A patient-friendly app implies a match between the app
and the patient’s real world and icons and wording need
to speak the users’ languages and concepts.
• Automatic uploading of results to applications
• Voice recognition
• Alert notifications
• Giving the patient feedback to promote user interaction
Example of a study on an
app to support diabetes
care (10)
DigiCare Team. 2023 14
15. References
1. Cambridge Dictionary
https://dictionary.cambridge.org/dictionary/english/motivation
2. Ryan R. M., Deci E. L. 2000. Self-determination theory and the facilitation of intrinsic
motivation, social development, and well-being. Am Psychol. 55:68–78
3. Ryan, R. M, Deci, E. L, 2017. Self-Determination Theory. Basic Psychological Needs in
Motivation, Development, and Wellness. Guilford Press, New York.
4. Vansteenkiste, M., Ryan, R., 2013. On psychological growth and vulnerability: basic
psychological need satisfaction and need frustration as a unifying principle. J.
Psychother. Integr. 3, 263–280.
5. Williams, G., McGregor, H., King, D., Nelson, C., Glasgow, R., 2005. Variation in
perceived competence, glycemic control, and patient satisfaction: relationship to
autonomy support from physicians. Patient Educ. Couns. 57, 39–45.
DigiCare Team. 2023
| 15
16. References
6. Kayser, J. W., Cossette, S., Alderson, M., 2013. Autonomy-supportive intervention:
an evolutionary concept analysis. J. Adv. Nurs. 70 (6), 1254–1266.
doi:http://dx.doi.org/10.1111/jan.12292.
7. Ng, J. Y., Ntoumanis, N., Thøgersen-Ntoumani, C., Deci, E. L., Ryan, R. M., Duda, J.
L., Williams, G. C. 2012. Self-determination theory applied to health contexts: a
meta-analysis. Perspect. Psychol. Sci. 7 (4), 325–340.
doi:http://dx.doi.org/10.1177/1745691612447309.
8. Grolnick,W.S.,Raftery-Helmer, J.N., Marbell,K.N., Flamm,E.S., Cardemil,E.V.,
Sanchez, M. 2014. Parental provision of structure: implementation and correlates
in three domains. Merrill. Q. 60 (3), 355–384.
doi:http://dx.doi.org/10.1353/mpq.2014.0016
9. Fu, H. N. C., Wyman, J. F., Peden-McAlpine, C. J., Draucker, C. B., Schleyer,
T.,Terrence J. A. 2023. App Design Features Important for Diabetes Self-
Management as Determined by the Self-Determination Theory on Motivation:
Content Analysis of Survey Responses From Adults Requiring Insulin Therapy.”
JMIR diabetes 8.: e38592–e38592. doi:10.2196/38592.
DigiCare Team. 2023
| 16
17. 2. DigiCare
Model
3. Professional
Communication
4. Motivating to
Life-style
Changes
5. Positive
Health
6. Self-
management
7. Coaching
8. 5A’s
Coaching Model
9. GROW
Coaching Model
10. Integrating
Digital Tools
into Coaching
1. Introduction to DigiCare Learning Packages
DigiCare
Learning
Packages
Thank you for your
attention.
The next DigiCare
Learning Package is
5. Positive Health
Editor's Notes
Ideas for teachers or presenters
Please, note that the first 5 slides are for the teachers’ information prior to using this Learning Package and implementing this into the course or curriculum.
Ideas for the teacher/presenter:
Ask students what is motivation?
Is there any other word that can be used instead of motivation?/What are the related concepts?
Definition by Cambrige Dictionary (1):
enthusiasm for doing something
the need or reason for doing something
willingness to do something, or something that causes such willingness
Ask students why motivation is important?
- Motivation is highly valued because it get things done.
It is a primary concern for those in the roles of managers, teachers, trustees, religious leaders, coaches, health care providers and parents who try to others to take action.
Some reasons why motivation is important:
1. Drives goal-setting: Motivation is the driving force behind goal-setting, providing the energy and direction needed to achieve success. Without motivation, individuals may struggle to identify and pursue their goals.
2. Provides energy and focus: Motivation provides the energy and focus needed to stay committed to a goal, even when faced with obstacles or setbacks. This can help individuals stay on track and maintain momentum towards their desired outcomes.
3. Improves performance: Motivated individuals are more likely to perform at a higher level than those who lack motivation. This is because motivation provides the drive and focus needed to stay engaged and invested in one's work.
4. Enhances well-being: Motivation can also enhance well-being by providing individuals with a sense of purpose, accomplishment, and meaning. This can lead to increased happiness and a more positive outlook on life.
5. Boosts creativity: Motivation can also boost creativity by inspiring individuals to think outside the box and explore new ideas and approaches.
Overall, motivation is important because it provides the drive, focus, and energy needed to achieve success and reach our goals. Whether it's in our personal or professional lives, motivation can help us stay committed, improve performance, enhance well-being, and boost creativity.
Ideas for the teacher/presenter:
Amotivation refers to not being motivated to engage in an activity
people either do not work at all or work without with no purpose - they just act Not changing your lifestyle or passively implementing it (2, 3)
Intrinsic motivation is an inherent human characteristic that can either flourish or wither away depending on social circumstances.
Experiences of self-efficacy and an appropriate level of challenge are related to competence and promote intrinsic motivation, as well as experiences of autonomy. (3)
Lifestyle behaviours are enjoyable or inherently satisfying to do Cooking new and healthy dishes is satisfying and fun (2)
Ideas for the teacher/presenter:
Students can give examples of the following, some examples in brackets.
Extrinsic Motivation: the continuum between amotivation and intrinsic motivation, varying in the extent to which their regulation is autonomous.
Autonomous the reasons for the behaviour come from within the person.
Lifestyle behaviors are in harmony with other personal values and goals ( E.g. Eat fewer sweets to avoid a note from a nutritionist.)
Lifestyle changes are personally important or valued ( Exercising because you feel you should and feel guilty if you don’t.)
Controlled the reasons for the behaviour come from outside the person.
Lifestyle change aims at avoiding guilt or enhancing self-worth ( Maintaining physical fitness is an important personal goal.)
Lifestyle behavior change is to avoid punishment or gain a reward ( Healthy eating is in line with the goals of a physically active lifestyle.) (2)
Ideas for the teacher/presenter:
- The quality of patient-professional interaction affects patients' motivation for self-care and management of their chronic disease. (3)
- According to self-determination theory, motivational factors and relationship styles include:
1. Autonomy
2. Competence
3. Relatedness
Ideas for the teacher/presenter:
- Events in which the patient experiences a sense of autonomy and competence will enhance intrinsic motivation and both (sense of autonomy and competence ) are needed to maintain intrinsic motivation.(3)
Ideas for the teacher/presenter:
Ask students what would de-motivate patients?
- controlling behavior (HCP’s agenda and priorities become goals for care, patient’s perspective is ignored, put pressure on patients to act, there is only one way of thinking) (3, 7)
making requests in a strong and demanding way(6, 7)
excessive monitoring of the patient's behaviour and progress(6, 7)
highlighting mistakes(6, 7)
exploiting feelings of shame and guilt when goals are not met (6, 7)
- act in a rather chaotic way
not sufficiently responsive to patients’ expressed needs or emotions
fail to express expectations / expectations not clear
fail to convey confidence in patients’ abilities
giving no or an in-appropriate feedback (8)
Example of a study how adults with diabetes requiring insulin perceive diabetes apps based on Self-Determination Theory (SDT) on motivation (10).