Health professional as educator : principles of teaching and learning / Susan B. Bastable [and four others].

Format:

Book

Author/Creator:

Bastable, Susan Bacorn, author.

Contributor:

Clarence J. Marshall Memorial Library Fund.

Language:

English

Subjects (All):

Patient education.

Health education.

Patient Education as Topic.

Health Education.

Medical Subjects:

Patient Education as Topic.

Health Education.

Physical Description:

xxiii, 740 pages : illustrations ; 23 cm

Place of Publication:

Burlington, MA : Jones & Bartlett Learning, [2020]

Summary:

Written for health professionals, the Second Edition of Health Professional as Educator: Principles of Teaching and Learning focuses on the daily education of patients, clients, fellow colleagues, and students in both clinical and classroom settings. Written by renowned educators and authors from a wide range of health backgrounds, this comprehensive text not only covers teaching and learning techniques, but reinforces concepts with strategies, learning styles, and teaching plans. The Second Edition focuses on a range of audiences making it an excellent resource for those in all healthcare professions, regardless of level of educational program. Comprehensive in its scope and depth of information, students will learn to effectively educate patients, students, and colleagues throughout the course of their careers.

Contents:

Overview of education in health care

Ethical, legal, and economic foundations of the educational process

Applying learning theories to healthcare practice

Determinants of learning

Developmental stages of the learner

Compliance, motivation, and health behaviors of the learner

Literacy in the adult client population

Gender, socioeconomic, and cultural attributes of the learner

Educating learners with disabilities and chronic illnesses

Behavioral objectives and teaching plans

Teaching methods and settings

Instructional materials

Technology in education

Evaluation in healthcare education.

Part 1 Perspectives on Teaching and Learning p. 1

Chapter 1 Overview of Education in Health Care p. 3

Historical Foundations for Patient Education in Health Care p. 5

The Evolution of the Teaching Role of Health Professionals p. 9

Social, Economic, and Political Trends Affecting Health Care p. 11

Purposes, Goals, and Benefits of Patient, Staff, and Student Education p. 13

The Education Process Defined p. 14

The Contemporary Role of the Health Professional as Educator p. 16

Interprofessional Education p. 17

Patient-Centered Care p. 18

Barriers to Teaching and Obstacles to Learning p. 21

Factors Affecting the Ability to Teach p. 21

Factors Affecting the Ability to Learn p. 24

Questions to Be Asked About Teaching and Learning p. 26

State of the Evidence p. 26

Chapter 2 Ethical, Legal, and Economic Foundations of the Educational Process p. 39

A Differentiated View of Ethics, Morality, and the Law p. 42

Evolution of Ethical and Legal Principles in Health Care p. 44

Application of Ethical Principles to Patient Education p. 46

Autonomy p. 47

Veracity p. 48

Confidentiality p. 49

Nonmaleficence p. 50

Beneficence p. 51

Justice p. 52

The Ethics of Education in Classroom and Practice Settings p. 53

The Student-Teacher Relationship p. 53

The Patient-Provider Relationship p. 55

Legality of Patient Education and Information p. 57

Legal and Financial Implications of Documentation p. 59

Economic Factors in Healthcare Education: Justice and Duty Revisited p. 62

Financial Terminology p. 63

Direct Costs p. 63

Indirect Costs p. 64

Cost Savings, Cost Benefit, and Cost Recovery p. 65

Program Planning and Implementation p. 66

Cost-Benefit Analysis and Cost-Effectiveness Analysis p. 66

State of the Evidence p. 68

Chapter 3 Applying Learning Theories to Healthcare Practice p. 75

Psychological Learning Theories p. 79

Behaviorist Learning Theory p. 79

Cognitive Learning Theory p. 85

Social Learning Theory p. 92

Psychodynamic Learning Theory p. 94

Humanistic Learning Theory p. 98

Neuropsychology and Learning p. 101

Comparison of Learning Theories p. 103

Motor Learning p. 106

Stages of Motor Learning p. 108

Motor Learning Variables p. 109

Common Principles of Learning p. 116

How Does Learning Occur? p. 116

Which Kinds of Experiences Facilitate or Hinder the Learning Process? p. 116

What Helps Ensure That Learning Becomes Relatively Permanent? p. 117

State of the Evidence p. 117

Part 2 Characteristics of the Learner p. 127

Chapter 4 Determinants of Learning p. 129

The Educator's Role in Learning p. 131

Assessment of the Learner p. 131

Assessing Learning Needs p. 133

Methods to Assess Learning Needs p. 137

Informal Conversations p. 137

Structured Interviews p. 138

Focus Groups p. 138

Assessing the Learning Needs of Healthcare Staff p. 140

Readiness to Learn p. 142

Physical Readiness p. 143

Emotional Readiness p. 145

Experiential Readiness p. 149

Knowledge Readiness p. 150

Learning Styles p. 151

Determining Learning Styles p. 151

Learning Style Models and Instruments p. 152

Right-Brain/Left-Brain and Whole-Brain Thinking p. 152

Field-Independent/Field-Dependent Perception p. 154

Dunn and Dunn Learning Styles p. 157

Jung and Myers-Briggs Typology p. 161

Kolb's Experiential Learning Model p. 164

4MAT System p. 167

Gardner's Eight Types of Intelligence p. 169

VARK Learning Styles p. 171

Interpretation of the Use of Learning

Style Models and Instruments p. 172

State of the Evidence p. 174

Chapters 5 Developmental Stages of the Learner p. 185

Developmental Characteristics p. 187

The Developmental Stages of Childhood p. 188

Infancy (First 12 Months of Life) and Toddlerhood (1-2 Years of Age) p. 188

Early Childhood (3-5 Years of Age) p. 197

Middle and Late Childhood (6-11 Years of Age) p. 200

Adolescence(12-19Yearsof Age) p. 204

The Developmental Stages of Adulthood p. 209

Young Adulthood (20-40 Years of Age) p. 212

Middle-Aged Adulthood (41-64Yearsof Age) p. 214

Older Adulthood (65Years of Age and Older) p. 216

The Role of the Family in Patient Education p. 228

State of the Evidence p. 230

Chapter 6 Compliance, Motivation, and Health Behaviors of the Learner p. 239

Compliance and Adherence p. 241

Perspectives on Compliance p. 242

Noncompliance and Nonadherence p. 243

Locus of Control p. 245

Motivational Factors p. 247

Motivational Axioms p. 248

Assessment of Motivation p. 250

Motivational Strategies p. 251

Selected Models and Theories p. 257

Health Belief Model p. 257

Health Promotion Model (Revised) p. 260

Self-Efficacy Theory p. 261

Protection Motivation Theory p. 263

Stages of Change Model p. 264

Theory of Reasoned Action and Theory of Planned Behavior p. 264

Therapeutic Alliance Model p. 266

Social Ecological Models p. 267

Models for Health Education p. 269

Similarities and Dissimilarities of Models p. 269

Educator Agreement with Model Conceptualizations p. 270

Functional Utility of Models p. 271

Integration of Models for Use in Education p. 271

Health Professionals as Educators in Health Promotion p. 272

Facilitator of Change p. 272

Contractor p. 272

Organizer p. 273

Evaluator p. 273

State of the Evidence p. 273

Chapter 7 Literacy in the Adult Client Population p. 283

Literacy Relative to Oral Instruction p. 292

Literacy Relative to Computer

Scope and Incidence of the Problem p. 293

Trends Associated with Literacy Problems p. 297

Those at Risk p. 298

Myths, Stereotypes, and Assumptions p. 301

Assessment: Clues to Look For p. 302

Impact of Illiteracy on Motivation and Compliance p. 304

Ethical, Financial, and Legal Concerns p. 306

Readability of Printed Education Materials p. 308

Measurement Tools to Test Literacy Levels p. 310

Formulas to Measure Readability of Printed Education Materials p. 311

Flesch-Kincaid Scale p. 312

Fog Index p. 312

Fry Readability Graph-Extended p. 313

SMOG Formula p. 313

Computerized Readability Software Programs p. 313

Tests to Measure Comprehension of Printed Education Materials p. 314

Cloze Procedure p. 314

Listening Test p. 315

Tests to Measure General Reading Skills and Health Literacy Skills of Clients p. 315

WRAT (Wide Range Achievement Test) p. 316

REALM (Rapid Estimate of Adult Literacy in Medicine) p. 316

TOFHLA (Test of Functional Health Literacy in Adults) p. 317

NVS (Newest Vital Sign) p. 317

eHEALS (eHealth Literacy Scale) p. 318

LAD (Literacy Assessment for Diabetes) p. 318

SAM (Instrument for Suitability Assessment of Materials) p. 318

Simplifying the Readability of Printed Education Materials p. 319

Teaching Strategies to Promote Health Literacy p. 327

State of the Evidence p. 330

Chapter 8 Sex, Gender, Socioeconomic, and Cultural Attributes of the Learner p. 347

Gender and Sex Characteristics p. 349

Cognitive Abilities p. 353

Personality Traits p. 355

Sexual Orientation and Gender Identity p. 358

Socioeconomic Characteristics p. 360

Teaching Strategies p. 363

Cultural Characteristics p. 364

Assessment Models for the Delivery of Culturally Sensitive Care p. 365

General Assessment and Teaching Interventions p. 369

Use of Interpreters p. 370

Preparing Health Professionals for Diversity Care p. 371

Stereotyping: Identifying the Meaning, the Risks, and the Solutions p. 372

State of the Evidence p. 375

Chapter 9 Educating Learners with Disabilities and Chronic Illnesses p. 391

Scope of the Problem p. 393

Models and Definitions p. 394

Definition of the Term Disability p. 395

The Language of Disabilities p. 396

The Roles and Responsibilities of Health Professionals as Educators p. 397

Types of Disabilities p. 399

Sensory Disabilities p. 399

Hearing Impairments p. 399

Visual Impairments p. 405

Learning Disabilities p.

409

Dyslexia p. 413

Auditory Processing Disorder p. 414

Dyscalculia p. 416

Developmental Disabilities p. 416

Attention-Deficit/Hyperactivity Disorder p. 418

Intellectual Disabilities p. 420

Asperger Syndrome/Asperger Profile/Autism Spectrum Disorder p. 421

Mental Illness p. 423

Physical Disabilities p. 424

Traumatic Brain Injury p. 424

Memory Disorders p. 426

Communication Disorders p. 427

Aphasia p. 427

Dysarthria p. 430

Chronic Illness p. 431

The Family's Role in Chronic Illness or Disability p. 432

Assistive Technologies p. 434

State of the Evidence p. 436

Part 3 Techniques and Strategies for Teaching and learning p. 449

Chapter 10 Behavioral Objectives and Teaching Plans p. 451

Types of Objectives p. 453

Characteristics of Goals and Objectives p. 454

The Importance of Using Behaviorl Objectives p. 455

Writing Behavioral Objectives and Goals p. 456

Performance Words with Many or Few Interpretations p. 457

Common Mistakes When Writing Objectives p. 459

Taxonomy of Objectives According to Learning Domains p. 460

The Cognitive Domain p. 461

The Affective Domain p. 465

The Psychomotor Domain p. 467

Development of Teaching Plans p. 472

Use of Learning Contracts p. 478

Components of the Learning Contract p. 479

The Concept of Learning Curve p. 480

State of the Evidence p. 483

Chapter 11 Teaching Methods and Settings p. 491

Teaching Methods p. 493

Lecture p. 493

Group Discussion p. 497

One-to-One Instruction p. 503

Demonstration and Return Demonstration p. 506

Gaming p. 509

Simulation p. 511

Role-Play p. 515

Role Model p. 517

Self-Instruction p. 518

Selection of Teaching Methods p. 520

Evaluation of Teaching Methods p. 523

Increasing Effectiveness of Teaching p. 524

Techniques to Enhance the Effectiveness of Verbal Presentations p. 524

General Principles for Teaching Across Methodologies p. 526

Settings for Teaching p. 531

Sharing Resources Among Settings p. 533

State of the Evidence p. 533

Chapter 12 Instructional Materials p. 545

Choosing Instructional Materials p. 547

The Three Major Components of Instructional Materials p. 548

Delivery System p. 548

Types of Instructional Materials p. 550

Written Materials p. 550

Demonstration Materials p. 557

Audiovisual Materials p. 564

Evaluating Instructional Materials p. 580

State of the Evidence p. 581

Chapter 13 Technology in Education p. 593

Health Education in a Technology-Based World p. 595

The Impact of Technology on the Teacher and the Learner p. 599

Strategies for Using Technology in Healthcare Education p. 601

The World Wide Web p. 601

Healthcare Consumer Education in a Technology-Based World p. 602

Professional Education and the World Wide Web p. 611

Social Media p. 613

Webcasts and Webinars p. 616

E-Mail/Texting p. 618

Electronic Discussion Groups p. 621

Other Forms of Online Discussion p. 625

Online Chats p. 625

Issues Related to the Use of Technology p. 627

Technology for Health Professional Development p. 630

Workforce Training/Staff Development p. 630

Distance Education p. 632

State of the Evidence p. 634

Chapter 14 Evaluation in Healthcare Education p. 643

Evaluation, Evidence-Based Practice, and Practice-Based Evidence p. 645

Evaluation Versus .Assessment p. 647

Determining the Focus of Evaluation p. 647

Evaluation Models p. 649

Process (Formative) Evaluation p. 650

Content Evaluation p. 653

Outcome (Summative) Evaluation p. 654

Impact Evaluation p. 656

Total Program Evaluation p. 657

Designing the Evaluation p. 661

Design Structure p. 661

Evaluation Methods p. 663

Evaluation Instruments p. 669

Barriers to Evaluation p. 670

Conducting the Evaluation p. 673

Analyzing and Interpreting Data Collected p. 674

Reporting Evaluation Results p. 675

Be Audience Focused p. 675

Stick to the Evaluation Purpose p. 676

Use Data as Intended p. 676

State of the Evidence p. 676.

Local Notes:

Acquired for the Penn Libraries with assistance from the Clarence J. Marshall Memorial Library Fund.

ISBN:

1284230813

9781284230819

OCLC:

1229088018