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Aklan State University

School of Arts and Sciences


Banga, Aklan
COURSE SYLLABUS
SY 2016-2017

I.
II.
III.
IV.
V.
VI.

Course No. and Title: ALTHCP 1 - APPLYING LEARNING THEORIES TO HEALTH CARE PRACTICES
Course Description: e
Credit Units:
1 unit
Time Duration:
1 hour per week
Prerequisite:
None
Vision and Mission of the Aklan State University
Vision
The Aklan State University envisions to become an An Academic
Pillar of Excellence (APEx) for Sustainable Development.
Mission
Aklan State University is commited to offer degree and non-degree
curricula in agriculture, forestry, fihery, arts and sciences, engineering and
technology, education, and veterinary medicine to produce globally
competent professionals, leaders, and entrepreneurs through
technological breakthroughs in research, efficacy of extension, and
efficiency in production.
Goals
1. To offer curricular programs responsive to regional and national
thrusts and goals for developments;

2. To offer courses that will enhance analytical and critical skills as


well as sense of social responsibility and professional competence
in their chosen field of specialization;
3. To assist in developing research competence among students and
faculty members for the advancement/discovery of new
knowledge;
4. To undertake research in the arts and sciences;
5. To help students acquire the essential attitudes, habits, skills and
values to become productive and well-rounded individuals;
6. To further the acquisition of knowledge of and appreciation for the
rich culture heritage of the country and the world;
7. To produce educated manpower who will help improve socioeconomic, political and ecological conditions.

VII.

Course Objectives:

Topics
I.
Overview
1. Definition of learning
2. Etiology of learning
3. Facilitator and barriers
to learning
II.
Common
Principles of
Learning
1. Ten principles of
learning
III.
Learning Theories
1. Behaviorist theory of
learning
1A. Respondent
conditioning
1B. Operant conditioning
2. Cognitive theory of
earning
2A. Stages in the memory
process
2B. Piagets 4 major
periods of cognitive
development
3. Social learning theory
4. Humanistic theory of
learning
5. Psychodynamic theory

At the end of the course and given simulated conditions/situations, the students will be able to:
1. Apply different principles of learning in healthcare practices.
2. Utilize selected learning theories in the care of clients.
3. Identify what type of learner are they.
4. Recognize what learning styles they are using.
5. Select what type of intelligence they possess.
Objectives
1. Define learning.
2. Determine the origin of
learning.
3. Determine the factors that
affects learning.
1. State the ten principles of
leaning.
2. Use the ten principle of
learning in conducting class.
1. Discuss the theoretical
works
2. Distinguish respondent
conditioning from operant
conditioning
3. State the stages in memory
process
4. Learn how Piagets 4 major
periods of cognitive
development work

Methodology/Teaching
Strategies and Evaluation
1. Lecture discussion

1. Lecture discussion
2. Short quiz

1. Lecture discussion
2. Long quiz

Instructional Materials

Time Frame

1. Books
2. Laptop
3. LCD Projector

1 hour

1. Books
2. Laptop
3. LCD Projector

1 hour

1. Books
2. Laptop
3. LCD Projector
4. Homework

1 hour

of learning
IV.
Learning Styles
1. Basic concepts of
cognitive style
2. Learning models
2A. Kolbs learning style
model
2B. Gregorcs cognitive
style model
3. Gardners seven types
of intelligence

1. Explain and distinguish the


terms holistic and analytic
thinking and verbal and visual
representation
2. Learn how do learning
models work
3. Distinguish Kolbs model
from Gregorcs model
4. Recognize what type of
intelligence they possess.

1. Lecture discussion
2. Long quiz

1. Books
2. Laptop
3. LCD Projector
4. Homework
5. Project

1 hour

VIII.

References/Suggested Readings:
1. Abruzzese, R.S. (1978). Evaluation in nursing staff development. In Nursing Staff Development: Strategies for Success. St. Louis: Mosby-Year Book.
2. Abruzzese, R.S. (1996). Nursing Staff Development: Strategies for Success, 2nd ed. St. Louis: Mosby-Year Book.
3. Angelo, T.A. & Cross, K.P. (1993). Classroom Assessment Technique. San Francisco: Jossey-Bass.
4. Bloom, B.S. (1996). Learning for Mastery UCLA Evaluation Comment.
5. Bastable, Susan B. (2003). Nurse as Educator. State University of New York: Jones and Barlett Publishers.
6. Cottrell, R.R., Girvan, J.T., Mckenzei, J.F. (2001). Principles and Foundations of Health Promotion and Education. Boston: University of Cincinatti.
7. De Tornyay, R & Thompson, M.A. (1987). Strategies for Teaching Nursing, 3rd ed. New York: Wiley.
8. DeYoung, S. Teaching (2003). Teaching Strategies for Nurse Educators. Upper SaddleRiver, NJ: Prentice Hall.

IX.

Grading System
Class Participation 10%
Attendance 5%
Quizzes 30%
Requirements/Projects/Activities 20%
Posttest 35%
Midterm/Final Examinations
TOTAL

60%

Midterm Grade:
Final Grade:
TOTAL

40%
60%
100%

40%
100%

Prepared By:

Approved By:
LOURENZ S. BONTIA, SN
Student Instructor

PEDGILYN R. RASCO, RN
Classroom Instructor