Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
26 Cards in this Set
- Front
- Back
|
any combo of planned learning experiences using evidence-based practices and/or sound theories that provide the opportunity to acquire knowledge, attitudes, and skills needed to adopt and maintain healthy behaviors |
health education |
|
|
process of health education(7) |
1 conduct a needs assessment 2 write goals and objectives 3 choose teaching methods 4 implement teaching methods 5 implement teaching methods 6 evaluate 7revise as needed |
|
|
the credentialing org for health educators |
national commission for health educators credentialing NCHEC CHES Certified health education specialist |
|
|
components of needs assessment(4) |
self assessment lit review interviews focus group |
|
|
multiple intelligences (8) |
verbal/linguistic
logical/ mathematical visual/ spatial bodily/ kinesthetic interpersonal intrapersonal naturalist |
|
|
educational principles (14) |
1 individuals tend to repeat behaviors that are rewarded 2immediate reward is more effective than delayed reinforcement 3 fear and punishment have uncertain effects upon learning 4an individual learns best when he or she believes the learning is important 5 behaviors sought should be within the range of poss for learner involved 6lower educational level, greater need for oral or visual media 7there are marked individual diffs in any given group of learners 8indiv usually slant persuasive communications to fit their own biases 9when probs or issues are a common concern, group thinking is effective approach to learning 10in order for learning to occur, reputation is required (at least 3) 11learning should be active process that involves dynamic interaction of learner 12behaviors/skills must be practiced 13periods of practice interrupted by pds of rest result in more efficient 14time spent recalling and discussing what has been read facilitates learning more than mere reading |
|
|
90/20/8 rule |
shouldn't last more than 90 mins change teaching method every 20 min participants actively manipulate content ever 8 mins |
|
|
broad statement of direction used to specify overall intent of a program |
goal |
|
|
4 qualities of an objective (4) |
measurable time framed focused on single outcome based on needs assessment |
|
|
A,B,C,D,E |
audience behavior condition degree evidence |
|
|
tasks and activities that must happen for your program to run |
process objectives |
|
|
changes in knowledge attitudes or skills you plan to see as an immediate result of program |
impact objectives |
|
|
long term behavioral, environmental, morbidity/mortatlity or quality of life changes seen as a consequence oof program. after program ends. |
outcome objectives |
|
|
experiential learning cycle |
what? so what? now what? |
|
|
7 second rule |
after asking a question, count to 7 in head and maintain eye contact w class if no response, rephrase question and count to 7 again |
|
|
acknowledging responses |
nod smile thank them ask for clarification ask what rest of group thinks about answer correct incorrect answers |
|
|
misstatements by audience |
ask questions where they got answers from, has anyone ever heard this, or this has been a myth thats been cleared up |
|
|
questions you're not prepared for |
idk but ill get back to you you can find the answer in one of these resources |
|
|
the word "you" |
frequently followed by word should |
|
|
essential to set up what information can be shared within the group and outside the group |
ground rules |
|
|
adult vs young learners |
adults: -self directed -challenge new info -immediate application -accept responsibility -broad experience young learners: -adult dependent learning -accept new info -delayed application -puts responsibility on adults -limited experience |
|
|
participants reasons for being there (3) |
prisoner: has to be there vacationer: enjoying but has to be there adventurer: most involved |
|
|
challenging participant behaviors(10) |
-conversation dominator -quibbler -rambler -distracter -inquisitor -mover -griper -excuse giver -silent one -misstatement stater |
|
|
intended to advance health equity, improve quality, and help eliminate health care disparity |
CLAS standards |
|
|
communication your audience can understand the first time they read or hear it. |
plain language |
|
|
how is health education different from teaching any other subject |
health education is an art and science -knowledge -beliefs/attitudes -skills |
