Outcomes-Based Syllabus (OBS)

SAN PABLO COLLEGES

City of San Pablo
College of Nursing
Course Syllabus in
Course Number
Course Title
Curricular Area
Course Description

:
:
:
:
:

PRINCIPLES, METHODS AND STRATEGIES OF TEACHING HEALTH EDUCATION

STRAT M
PRINCIPLES, METHODS AND STRATEGIES OF TEACHINGHEALTH EDUCATION
PEP

The course includes discussions on health education concepts, principles, theories

and strategies as applied in the clinical and classroom situations.
(per CHED approval) CHED Memorandum Order No. 33, Series of 2007
Time Allotment

Fifty four (54) hours - Lecture

Unit Credit

Three (3) Units

Grading Period
Preliminary

Midterm

Final

Summary of Units
Heath Education Perspective
Perspective on Teaching and
Learning

Characteristics of Learner

Teaching strategies and

methodologies for teaching and
learning

Intended Learning Outcomes of the Unit

Course Requirement

Students can identify and distinguish teaching from

other learning. (Cognitive)
Students can deepen the interest and love in
pursuing the role of health educators. (Affective)
Students can practice the skills as novice health
educators. (Psychomotor)
Students can explore the developmental stages of
the learners. (Cognitive)
Students can have a deeper appreciation in
pursuing the role of health educators. (Affective)
Students can utilize the learning principles in
teaching health care and education. (Psychomotor)

Students are required to submit a reaction

paper regarding the application of learning
theories to health care practices.

Students can discuss and describe the different

teaching strategies and methodologies. (Cognitive)
Students can appreciate the art of teaching health
care and education. (Affective)
Students can execute and practice the art of
teaching health care and education. (Psychomotor)

Students are required to make a mock

teaching utilizing method of their choice.

Grading System
40% - Term Examination
25% - Quizzes
15% - Recitation
10% - Course requirement
5% - Attendance/Decorum
5% - Extracurricular Activities
100%

Students are required to submit printed

educational materials for learners of
different developmental stages in effecting
health care education.

SAN PABLO COLLEGES

Philosophy

An educational institution with a Christian Catholic outlook

Vision

Center of Excellence

Mission

Total Personality Development

Objectives

Intensify the Quality, Relevant and Excellent Instructional Programs in all levels of
Education

SAN PABLO COLLEGES

Educational Paradigm

Research

Instruction

SPC
Core
Value
s

Preservation
of Culture of
Excellence

Extension
Service

Core Values

RIGHTEOUSNESS
Discipline
Awareness
Respect
Excellence

and

SERVICE
Word of God
Work
Witness

DEPARTMENT OBJECTIVES
General Objective
Upon completion of the program, graduate nurses shall demonstrate total personality equipped with professional competencies
to assume responsibility for professional development and utilize research findings in the practice of the nursing profession.
Specific Objectives
The program aims to produce nurses with the following competencies:
1. Acquire holistic understanding of the human as a bio- psycho- cultural being with focus on concepts of health and illness.
2. Demonstrate the competencies in the key areas of responsibilities of a beginning professional nurse.
3. Observe a research attitude in the application of the nursing process.

Course No. and Course Title

Course Description

Educational Objectives of the

Course

Student Learning
Outcomes/Course Outcomes

Strat M
Principles, Methods And Strategies
Of Teaching Health Education

The
course
includes
discussions
on
health
education concepts, principles,
theories and strategies as
applied in the clinical and
classroom situations.

1. To give instruction to the

students
regarding
health
education concepts, principles,
theories and strategies as they
apply in the clinical and
classroom situations. (Cognitive)

1. Students can comprehend

health education concepts,
principles,
theories
and
strategies as applied in the
clinical and
classroom situations. (Cognitive)

2. To lead the students to recognize

and appreciate health education
concepts, principles, theories
and strategies as they apply in
the clinical and classroom
situations. (Affective)

2. Students can recognize and

health education concepts,
principles,
theories
and
strategies as applied in the
clinical and
classroom situations.
3. To convince the students to (Affective)
apply
health
education
concepts, principles, theories
and strategies in the clinical 3. Students can apply health
and classroom situations and education concepts, principles,
create, make, and come up theories and strategies as they
with instructional designs to in the clinical and classroom
meet the learning needs of situations and create, make,
and come up with instructional
clients. (Psychomotor)
designs to meet the learning
needs of clients. (Psychomotor)

Course Objectives, Topics and

Time Allotment

Student Learning Outcomes

(SLO) and Activities

1. To give students information on

the following topics: overview of
education on healthcare, concepts
of teaching and learning, role of
midwife
as
health
educator,
hallmarks of effective teaching
applying learning theories to
healthcare practice, planning and
conducting classes. (Cognitive)

1. Students can discuss, describe

and explain the topics on: overview
of
education
on
healthcare,
concepts of teaching and learning,
role of midwife as health educator,
hallmarks of effective teaching
applying learning theories to
healthcare practice, planning and
conducting classes.. (Cognitive)

2. To assist the students on the

appreciation of the following topics:
overview
of
education
on
healthcare, concepts of teaching
and learning, role of midwife as
health educator, hallmarks of
effective teaching applying learning
theories to healthcare practice,
planning and conducting classes..
(Affective)

2. Students can appreciate the

following topics: overview of
education on healthcare, concepts
of teaching and learning, role of
midwife
as
health
educator,
hallmarks of effective teaching
applying learning theories to
healthcare practice, planning and
conducting classes. (Affective)

Assessment Strategies

Outcomes Assessment
Results/Evidences

Assessment of student learning Students can submit a reaction

using the traditional evaluative paper on the application of learning
theories to health care practice.
tools:
Recitation
Quizzes
Examinations
Rubric
assessment
following:

on

the

Class participation
Case study/analysis
Group work/presentations
Visual representations

Course Objectives, Topics and

Time Allotment

Student Learning Outcomes (SLO)

and Activities

Assessment Strategies

Outcomes Assessment
Results/Evidences

3. To guide the students in planning 3. Students can plan the conduct of

the conduct of classes in health classes in health care education.
care education. (Psychomotor)
(Psychomotor)
TOPICS
A. Health education
perspective
1. Historical development in
health education
2. Issues and trends in health
education
3. Theories in health education
B. Perspective on teaching and
learning
1. Overview of education on
health care
2. Concepts of teaching,
learning, education process
vis-a-vis
nursing process, historical
foundations for the teaching

ACTIVITIES

Individual and group exercises

Role play

Interactive discussion

Analysis and abstraction of health

education and perspective on
teaching and learning on health care
education.
Exploration and exposition in the
exercise of the role as health
educators

Justification and rationalization in

learning and teaching health care
education as health educators.

Reflective learning: Ones role in

learning and teaching health care
practice/education

role
of the nurse,
3. Role of the nurse as a health
educator

Course Objectives, Topics and

Time Allotment

Student Learning Outcomes

(SLO) and Activities

4. Hallmarks of effective
teaching in nursing
5. Principles of good teaching
practice in undergraduate
education
6. Barriers to Education and
Obstacles to Learning
7. Applying learning theories to
health care practice
8. Planning and conducting
classes

Identification
and
Defining
hallmarks of effective teaching in
nursing;
Principles
of
good
teaching practices, application of
learning theories to health care
practices, determining the barriers
and obstacles to effective learning
and planning for the conduct of
classes.

18 hours

Assessment Strategies

Outcomes Assessment
Results/Evidences

Checklist showing/marking the A mock demonstration in teaching

essential
marks
of
effective health education utilizing the video
teaching from knowledge to skills for recording purposes.
and values of being health
educators.

PRELIMINARY PERIOD
First Week to Sixth Week

Course Objectives, Topics and

Time Allotment

Assessment Strategies

Student Learning Outcomes

(SLO) and Activities

1. To provide students the

information on the following topics:
characteristics and developmental
stages of the learner. (Cognitive)

1. Students can discuss, describe Assessment of student learning

and explain the following topics: using the traditional evaluative
characteristics and developmental tools:
stages of the learner.. (Cognitive)
Recitation
Quizzes
2. To assist the students on the 2. Students can value the following
Examinations
appreciation of the following topics: topics
characteristics
and
characteristics and developmental developmental stages of the Rubric
assessment
on
the
stages of the learner. (Affective)
learner.. (Affective)
following:
3. To guide the students to practice
teaching skills related to each
characteristic and developmental
stage
of
the
learners.
(Psychomotor)

3. Students can practice teaching

skills related to each characteristic
and developmental stages of the
learners. (Psychomotor)

Class participation
Case study/analysis
Group work/presentations
Visual representations

Outcomes Assessment
Results/Evidences

Students can submit printed

educational materials for learners
of different developmental stages in
effecting health care education.

Course Objectives, Topics and

Time Allotment

Student Learning Outcomes (SLO)

and Activities

Assessment Strategies

Outcomes Assessment
Results/Evidences

TOPICS
Characteristics of the learner
1. Determinants of Learning
a. Learner's characteristics
b. Assessment of the learner
c. Assessing learning needs
2. Motivation and behavior of
the learner
a. Learning principles
b. Motivation and behavior
change theories
3. Literacy and readability
a. Reading levels of clients
b. Assessing literacy
c. Teaching strategies for low
literate patients
d. Developing printed
educational materials
18 hours

ACTIVITIES

Interactive Discussion
Inquiry Method
Group/Paired Activity
Oral Examinations on
characteristics of a learner and
learning principles

Study on the characteristics of the

learners for teaching effectiveness, the
importance of motivation to meet the
needs, interests and behavior of the
learner, knowing the literacy level of the
learners and application of varied
strategies for low literate learners,
patients and clients, the development
and provision of printed educational
materials for the learners.

Evaluation on the skills and A hands-on learning experiences

competencies in teaching based through careful observation
on learning the nature and nurture analysis and reflection.
of the learners via cases,
situational analysis and creation of
teaching-learning scenarios.

MIDTERM PERIOD
Seventh Week to Twelfth Week
Course Objectives, Topics and
Time Allotment

Student Learning Outcomes

(SLO) and Activities

Assessment Strategies

Outcomes Assessment
Results/Evidences

1. To provide students the

information on the following topics:
teaching
strategies
and
methodologies for teaching
and
learning. (Cognitive)

1. Students can comprehend the Assessment of student learning Students can perform teaching
different
teaching strategies using the traditional evaluative demonstration in the classroom or
and
methodologies
for tools:
community setting.
teaching and
Recitation
learning. (Cognitive)
Quizzes
Examinations

2. To assist the students on the

appreciation of the following topics:
teaching
strategies
and
methodologies for teaching
and
learning.. (Affective)

2. Students can realize the

assessment
on
the
importance
of
the
different Rubric
following:
teaching
strategies
and
methodologies for teaching
Class participation
and
learning.. (Affective)
Case study/analysis
Group work/presentations
3. To guide the students to practice 3. Students can carry out the
Visual representations
teaching
strategies
and different
teaching strategies
methodologies for teaching and
methodologies
for
and
teaching and
learning. (Psychomotor)
learning. (Psychomotor)

Course Objectives, Topics and

Student Learning Outcomes

Assessment Strategies

Outcomes Assessment

Time Allotment

(SLO) and Activities

TOPICS
Teaching strategies and
methodologies for teaching
and
learning
1. Traditional teaching
strategies
a. Lecturing
b. Discussion
c. Questioning
d. Using audio visuals
e. Interactive lecture
2. Activity-based strategies
3. Computer teaching
strategies
4. Teaching psychomotor skills

Results/Evidences

ACTIVITIES

Interactive Discussion
Inquiry Method
Group/Paired Activity
Oral Examinations on
teaching strategies and
methodologies for teaching
and learning

Study on the art and sciences of

teaching distinguishing the
museum (traditional methods) and
the modern methods (Technologydriven Instruction) determining the
Learning Objectives and
Evaluation.

Students can identify ad define the

various teaching strategies and
methodologies from the time-tested
methods to the technology-driven
instruction.

Evaluation in distinguishing the

teaching
strategies
and
methodologies for its appropriate
use in effecting learning on health
care education.

5. Clinical Teaching
Assessment and Evaluation of
Teaching and Learning
18 hours

FINAL PERIOD

Thirteenth Week to Eighteenth Week

REFERENCES
BOOKS
Bastable, S. B. . (2003). Nurse as EducatorPrinciples of Teaching and Learning for Nursing Practice (2nd ed. ) Jones and Bartlett Publishers
DeYoung, S., (2003). Teaching Strategies for Nurse Educators, Pearson Education South Asia Pte Ltd

JOURNALS
Journal of Nursing Education
Nursing Education Today
Nursing Educator

WEBSITES
www.who.int/topics/health_education/
www.nichd.nih.gov/health/education

APPROVAL SHEET
The Outcomes-Based Syllabus in PRINCIPLES, METHODS AND STRATEGIES OF
TEACHING HEALTH EDUCATION prepared and submitted by Melchor Felipe Q. Salvosa,
R.N., M.A.N.
Academic Year 2013-2014 has been approved by: Prof. Maria Liza C. Brion
Dean
Prof. Haidee D. Abias
Area Coordinator

Prof. Rene B. Manlangit

Chief Librarian
Dr. Jocelyn A.C. Barradas
VP for Academic Affairs

November 15, 2013

Date