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Related Concept Videos

Models of Health Promotion and Illness Prevention I01:25

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A model is a theoretical way to understand a concept or an idea. Models can overcome barriers to health regardless of diverse economic and cultural backgrounds. In addition, models make the task easier by providing different ways to approach complex issues. There are two major health promotion models: the health belief model and the health promotion model.
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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Nursing organizations play a vital role in representing nurses working in specialized clinical settings, such as the American Association of Critical-Care Nurses (AACN).
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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Faculty development program models to advance teaching and learning within health science programs.

Jason W Lancaster1, Susan M Stein2, Linda Garrelts MacLean3

  • 1School of Pharmacy, Northeastern University, Boston, Massachusetts.

American Journal of Pharmaceutical Education
|June 24, 2014
PubMed
Summary
This summary is machine-generated.

Faculty development programs enhance health science educators

Keywords:
faculty developmentfaculty learning communitylearningteaching

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Area of Science:

  • Health professions education research
  • Faculty development in higher education

Background:

  • Growing demand for enhanced teaching and learning expertise in health science programs.
  • Need for structured faculty development initiatives to improve educational practices.

Purpose of the Study:

  • To map the current landscape of faculty development programs for teaching and learning in health sciences.
  • To provide evidence-based recommendations for implementing new faculty development programs.
  • To identify effective models for supporting faculty teaching development.

Main Methods:

  • Comprehensive literature search across key health science databases (ERIC, MEDLINE, EMBASE).
  • Review of relevant books and information on faculty development.
  • Synthesis of findings to recommend best practices.

Main Results:

  • Faculty development initiatives exist in various formats, from individual roles to dedicated centers.
  • Effective programs demonstrably improve faculty's perception of teaching value, motivation, and skills.
  • Multiple implementation models are available to support faculty teaching development.

Conclusions:

  • Institutions must strategically select and implement faculty development programs tailored to their specific needs.
  • Investing in faculty development is crucial for advancing teaching quality in health science education.
  • A variety of faculty development approaches can effectively enhance teaching and learning outcomes.