HND731 - Learning and Teaching for Health Professionals
Unit details
| Year: | 2022 unit information |
|---|---|
| Important Update: | Unit delivery will be in line with the most current COVIDSafe health guidelines. We continue to tailor learning experiences for each unit to achieve the best possible mix of online and on-campus activities that successfully blend our approaches to learning, working and research. Please check your unit sites for announcements and updates. Last updated: 4 March 2022 |
| Enrolment modes: | Trimester 2: Online |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Unit Chair: | Trimester 2: Virginia Hagger |
| Prerequisite: | Nil |
| Corequisite: | Nil |
| Incompatible with: | Nil |
| Typical study commitment: | Students will on average spend 150 hours over the teaching period undertaking the teaching, learning and assessment activities for this unit. |
| Scheduled learning activities - cloud: | Online independent and collaborative learning activities including online content for each topic which is available on demand |
Note:This unit uses the FutureLearn online learning platform. Learn more about studying through FutureLearn | |
Content
The aim is for students to develop in-depth knowledge, skills, and values inherent in the teaching and learning processes that are important to practice as diabetes educators. People and their concerns are central to the core of the unit. The focus is on people as learners and the ways in which diabetes educators can facilitate learning processes. This unit identifies how facilitation of learning and teaching is associated with different health promotional approaches, traditional teaching methods, and creative teaching methods including reflective practices, motivational interviewing and use of internet technologies. The unit further aims to provide the psychological foundations of learning and the impact of group dynamics on teaching and learning.
This unit covers comprehensive perspectives of learning and teaching, as well as more specific ways of promoting and engaging in health education and health promotion. It has been designed to encourage practitioners in the field of health care education to examine and reflect on their methods of teaching. The first part of the unit presents information about the broader theoretical issues of learning and teaching which may influence the teaching process. The relationship between these theoretical concepts and the practice of education is constantly emphasised. The second part facilitates those skills necessary for educators such as practitioners in the field of diabetes education to implement and evaluate health education programs.
| ULO | These are the Learning Outcomes (ULO) for this unit. At the completion of this unit, successful students can: | Deakin Graduate Learning Outcomes |
|---|---|---|
| ULO1 | Identify specific learning needs to develop goals and objectives for health education programs targeted at individuals, families and community groups. | GLO2: Communication |
| ULO2 | Apply knowledge of contemporary education theory to the design of learning and teaching and choice of appropriate learning strategies. | GLO5: Problem solving |
| ULO3 | Explain the social, cognitive and psychological factors that impact on learning for clients and health professionals and describe approaches to enhance learning. | GLO2: Communication |
| ULO4 | Apply knowledge of the psychological foundations of learning in a specific client context | GLO1: Discipline-specific knowledge and capabilities |
| ULO5 | Critically evaluate the use of various media, including print and digital technologies as teaching and learning tools in diabetes education. | GLO3: Digital literacy |
| ULO6 | Develop an education program incorporating target group, goals and objectives, program plan, timelines, learning strategies and evaluation plan. | GLO1: Discipline-specific knowledge and capabilities |
| ULO7 | Evaluate and reflect on own practice in delivering evidence-based and industry relevant educational programs. | GLO6: Self-management |
Assessment
Trimester 2:| Assessment description | Student output | Grading and weighting (% total mark for unit) | Indicative due week |
|---|---|---|---|
| Assessment 1: Assignment | 2000 words | 40% |
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| Assessment 2: Assignment | 3000 words | 60% |
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The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.
Learning Resource
The texts and reading list for the unit can be found on the University Library via the link below: HND731 Note: Select the relevant trimester reading list. Please note that a future teaching period's reading list may not be available until a month prior to the start of that teaching period so you may wish to use the relevant trimester's prior year reading list as a guide only.
Unit Fee Information
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