Health Education Development/Intended learning outcomes
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The assignments are used to assess the following Intended Learning Outcomes in this subject.
Plan and conduct a session which facilitates learning for a chosen community using relevant health education and cooperative learning theoretical frameworks and practices
- Identify relevant health education philosophies and principles;
- Demonstrate familiarity with, and critically analyse, models of behaviour change applicable to health education and health promotion planning;
- Plan and document an educational session suitable for a specified group; and,
- Facilitate cooperative learning within a group in supportive environments and settings.
Develop the knowledge and skills required to enable people within a variety of settings to identify and attain critical aspirations and facilitate cooperative learning within the group taking account of their specific learning needs and cultural characteristics
- Account for participant diversity and differences in terms of learning and teaching preferences and styles;
- Examine and apply knowledge of societal values in planning and implementing health education and health literacy approaches; and
- Demonstrate health education and group facilitation skills and knowledge specifically tailored to consider cultural, gender, age, socio-economic status and other differences.
Critically appraise various approaches to health education development through groups in terms of their ability to support a ‘salutogenic approach’
- Consider and choose options for evaluating health education and health literacy activities;
- Analyse relevant literature and health education strategies to determine suitability for use to facilitate and evaluate your own practice; and,
- Reflect critically on your own health education and health literacy experiences, attitudes and practices so as to improve your own experience of continuous learning and to support that of others.
- Articulate a 'strengths-based' argument supported by relevant World Health Organization documents;
- Develop relevant responses to funding submissions focusing on ethnicity-based issues and concerns;
- Develop relevant responses to funding submissions focusing on gender-based issues and concerns; and,
- Propose relevant responses to funding submissions focusing on class-based issues and concerns.